People with autism may appear to behave unusually but that ‘behaviour’ (all behaviour) has a purpose. There will generally be a reason for this: it can be an attempt to communicate, or a way of coping with a particular situation. It can be a way of communicating needs and feelings.

In school we recognise that it may be an indication that a pupil may feel unwell, tired, hungry, thirsty or uncomfortable. Behaviour may be a way of coping with pain or communicating discomfort or may be due to adolescent hormonal changes.

Many of our pupils have difficulty processing everyday sensory information. Some may find it difficult to block out background noise and what they experience as excessive visual information. Some might not be able to manage some tastes or food textures, or find that someone touching them – even lightly – is painful. Others may be drawn to sensory stimuli that they find particularly pleasing.

Knowing what causes a particular behaviour can help to then identify the appropriate strategies to support our pupils.

We use a positive behaviour support approach with the aim of improving the quality of our pupils lives.

We aim to teach pupils and the people who support them the key strategies to provide the appropriate support for them to improve their physical and emotional wellbeing. It is not simply about getting rid of ‘problematic’ behaviour but looking for life long, transferable strategies that can be adapted to be used in all the environments our pupils access.