Preparing for school activities and events

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A large part of school life is attending various events and activities.

Although these events can be exciting for many children, an autistic child may find them overwhelming or anxiety-inducing for a variety of reasons. Learn how you can support your child, their educators and other school staff to navigate these events in a positive way so that your child can participate in a way that is safe and enjoyable.

Sports carnivals

School carnivals, like swimming, athletics, and cross country, are important events in the school calendar. These events involve more than physical exercise; they can help children build teamwork skills, resilience, and community spirit. School carnivals should be accessible to students of all abilities, and there are proven ways to make these events more inclusive for children with additional needs, such as autism.

The importance of inclusive sports carnivals

Physical education in schools can create a love of sports and opportunities to achieve goals individually or as a team. However, traditional sports events can sometimes be inaccessible for students with autism. Schools and families can work together to make several modifications to make sports more inclusive for autistic children.

The first step towards creating inclusive school carnivals is for families to create a strong relationship with the people who organise these events, such as the child’s sports teacher or the school’s learning support staff. This ensures that the needs of your child are considered during the planning of school carnivals and on the day. Where possible, learning support staff, particularly those who work with your child, should attend these events to provide support to your child and others who may need it.

Families and schools should work together to identify the strengths and support needs of an autistic student. For example, if your child is triggered by loud noises, informing the school is important, as they can begin working to make accommodations before big school events so they can participate to the best of their ability.

Accommodations for school carnival events

To ensure every student has the opportunity to participate and succeed, schools can make the following accommodations to school carnivals. Keep in mind that this is not an exhaustive list and that accommodations for an autistic child should focus on their individual strengths and support needs rather than being generic adjustments:

General accommodations

Before the carnival, use visual reminders at home and school to prepare the autistic student for the major change to their routine. A social story could also be used to explain how sports carnivals work and the expectations of students who attend.
Allow students to wear or bring comfort items to carnivals (and races where appropriate) for self-regulation. For example, allowing a child to wear headphones during a running race or hold a fidget toy while waiting in line can help them remain calm and prevent sensory overload from the noise of other students.
Provide plenty of opportunities for rest and relaxation (e.g., moving to a quieter area of the venue to regulate or have some downtime).
As sports carnivals are a big change from the regular routine of a school day, they can make autistic students feel very overwhelmed. Check in on a student’s wellbeing frequently, even if they appear to be coping.

Athletics or cross-country events

For autistic students with coordination or motor skill challenges, adjustments such as reducing the distance of a race or providing a head start can help level the playing field. For example, a student might start a 100-meter race at the 60-meter mark or begin on the words of "On Your Marks" while others start on "Go."
Students with motor skill challenges might find throwing and jumping events challenging, too. Having students throw lighter objects or jump smaller distances may help them to participate.

Swimming events

Many children with autism love the water, but they might not have the skills to swim confidently or alert others if they need help. Make sure your child can swim certain distances confidently before they enter any races.
Students who can swim full distances might still benefit from a head start against peers. For those who cannot, starting the race from halfway down the pool or even in the water can make the race less daunting. Making all starts happen from within the pool for safety and fairness can also be considered.
Very close monitoring of autistic children around water is essential to prevent children from falling into the water or accessing the pool without supervision.
Having the option of ‘fun races’ could help autistic students to participate in a more relaxed environment.

While modifications help include all students, maintaining a level of competition is still important. Students should feel they genuinely contribute to their team's efforts, not just participate. Schools can adopt strategies like tied places or setting personal targets tailored to the student's abilities, ensuring they have achievable goals and the potential to earn points or awards for their house.

All students should be rewarded for their achievements or participation in these important school events. Whether a child has received accommodations or not, consistent effort, personal events and other achievements should all be recognised by the school community.

Excursions and camps

Excursions and camps are an important part of life at school, offering students opportunities to explore new environments, build social skills and learn outside the classroom. For autistic students, these events can present particular challenges due to changes in routine, sensory overload and social anxiety. However, with thoughtful planning and targeted strategies, educators and families can address these challenges and make these experiences less overwhelming, making them enjoyable and educational for all students.

What makes school excursions and camps challenging?

Students on the autism spectrum often thrive on predictability and can find changes to their normal routine stressful, like school camps or excursions. For many of these students, the main source of stress is the uncertainty about what will happen during these events. This anxiety can present in various ways, from withdrawal and silence to verbal outbursts or even meltdowns.

Camps and excursions can also involve sensory challenges for autistic children. These activities often take place in settings that are more chaotic and less controlled than the classroom environment, with increased levels of noise, new visual stimuli, and other overwhelming sensory experiences, such as new foods.

Social struggles can also be heightened for some autistic children during excursions and school camps. Unfamiliar group dynamics and separation from familiar people or friends can be very distressing. Even having unfamiliar teachers, parents/carers, or volunteers can be very anxiety-inducing.

Preparing for a camp/excursion: tips for parents and carers

Working with the school

The key to a successful excursion or camp experience for a child with autism lies in early and effective planning. Parents/carers must initiate conversations with the school well ahead of time to discuss their child’s needs and accommodations that will help them participate. You might like for your child to participate in these discussions, too, as it allows them to practise their self-advocacy skills. Here are some things that could be discussed:

Medical and personal care needs: Discuss any medications, medical conditions, and personal care routines, such as assistance with dressing or toileting, to ensure these are managed during the trip.
Dietary requirements: Specify any dietary restrictions or preferences to determine whether the school can provide suitable foods.
Routine and comfort: Discuss bedtime routines and any comfort objects or routines that help your child settle down, such as a specific book or toy.
Sensory sensitivities and behaviours of concern: Identify any sensory sensitivities (e.g., loud noises) or behaviours of concern (e.g., absconding) and plan how these will be minimised in this new environment.

This proactive approach gives the school time to arrange for the necessary support to be put in place. Involving therapists who work with your child who can recommend effective support and adjustments can make this process more efficient. Here are some additional reasonable adjustments that could be suggested to your child’s school in these discussions:

Visual and social stories: Providing visual schedules or social stories that describe the events and transitions can help prepare your child for what to expect each day.
Structured support: Assigning a 'bus buddy,' a dedicated seat on the bus, or placing your child in a smaller cabin or group with familiar people can ease their social anxiety.
Adapted activities: Discuss the nature of planned activities. For example, if social events are planned for the last night of a school camp, it’s important to have alternative activities for your child to participate in.
Quiet zones: Having designated quiet areas or alternative activities can offer breaks for children who might get overwhelmed by so much social and physical activity.

Preparing at home

Talk about the trip in advance so your child understands what is involved. Use visual aids like photos or videos of the destination if available.
Mark the days until the excursion or camp on a calendar. This visual support can help your child understand when the event will happen.
Involve your child in packing their belongings. This familiarises them with what they are bringing to the event and what comfort items or activities they have available to them while they are away.
If possible, visit the campsite or excursion location beforehand to help your child familiarise themselves with the environment.

The right to participate and sit out

It's essential to remember that participation in camps and excursions is a right for all students. The obligation to make reasonable adjustments ensures that autistic students are not just present but actively participating in and benefiting from these experiences. Effective adjustments and planning mean these opportunities are truly inclusive, benefiting all students.

There may be times when these events are simply too much or are not accessible. Whether your child’s school is unwilling to accommodate their needs or your child is feeling incredibly overwhelmed about leaving home, families also have the right not to participate in activities that they believe will cause harm to their child. Remember, you know your child and their needs best, and if you feel that not having them participate in a school event is the best decision, that should be respected.

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