Social communication and Autism support
Social communication skills help children and young people understand and use language in everyday situations. Some pupils may experience difficulties with these skills, which can affect learning, friendships, and emotional wellbeing.
Autism is a lifelong condition that impacts how a person communicates and interacts with others. It can also affect how they experience the world around them. Every child or young person with autism is different, and their needs will vary.
Why support matters
Early identification and tailored support can make a big difference. Schools play a key role in helping pupils develop communication skills and access learning.
What you'll find in this section
- Guidance on recognising social communication and autism needs.
- Strategies to support pupils in the classroom.
- Information on specialist services and referral pathways.
- Resources for working with parents and carers.
Whole school responsibilities for social communication and Autism
Supporting pupils with social communication needs or autism requires a consistent, whole-school approach. Leadership teams and staff should work together to create an inclusive environment where every child can thrive.
School ethos and leadership responsibilities
- Promote inclusion - ensure the school ethos values diversity and supports pupils with social communication and autism needs.
- Lead by example - senior leaders should champion inclusive practices and provide clear guidance for staff
- Allocate resources - make sure staff have access to training, tools, and time to implement effective strategies
- Monitor impact - regularly review policies and practices to ensure they meet pupils' needs.
Assessment, identification and monitoring
- Early identification - recognise signs of social communication difficulties or autism as early as possible.
- Use a graduated approach - Follow the assess, plan, do, review cycle to provide tailored support.
- Gather evidence - record observations, interventions, and progress to inform decisions.
- Work in partnership - involve parents, carers, and external professionals in assessments and planning.
- Review regularly - monitor progress and adjust strategies to ensure pupils continue to make progress.
