Rethinking School – The Issues With Autistic Support

Week 11 - of our Rethinking School Series

Last week, we examined the realities of dyslexic support and explored why some families are turning to homeschooling as a way to better meet their children’s needs. This week, our focus shifts to autistic students. For many, the presence of structured educational support can be the key to success, yet that support often comes with a time limit. Whether it’s the transition from school to college, the ending of an Education, Health and Care Plan (EHCP), or simply aging out of services, autistic learners can find themselves facing a sudden and dramatic drop in assistance. The impact is far-reaching, affecting academic progress, emotional wellbeing, and the ability to navigate an increasingly complex world.

Another group we work closely with are high-functioning autistic individuals, many of whom find themselves placed in huge secondary schools with over 1,500 pupils—settings characterised by unpredictable schedules, rotating classrooms, and a constant turnover of temporary teachers. They face sensory and environmental challenges—from the discomfort of ill‑fitting uniforms and harsh fluorescent lighting to the noise in poorly sound‑proofed rooms and crowded corridors—as well as navigating complex social interactions, peer group dynamics, and inconsistent responses from staff. Any one of these factors—or a combination—can trigger intense anxiety. Although academically capable, these students often struggle to flourish in an educational system that is neither responsive nor conducive to their learning style. The shift from the smaller, nurturing environments of primary schools to these overwhelming secondary settings is a key reason many families opt for homeschooling.

In the UK, some support does exist for autistic students in schools—such as quiet spaces, visual timetables, access to teaching assistants, and social skills groups, potentially supported by SEND frameworks or Education, Health and Care Plans (EHCPs). However, these interventions frequently fall short due to inconsistent implementation and a lack of specialist training for staff.

One of the most significant barriers is the lengthy wait for a formal autism diagnosis. As of June 2025, 236,225 people in England were waiting for an autism assessment, a 15% increase over the previous year, and 89% of them had been waiting longer than the NICE-recommended 13 weeks. Shockingly, the average waiting time has soared to 17 months, this has increased by 200 days compared to just one year earlier.

For children, the picture can be even more dire. In 2022–23, among those referred through children's mental health services, the average wait from referral to first appointment was 527 days—that's almost 1 year and 5 months. Even more concerning, children referred via community health services waited an average of 791 days, or more than 2 years and 2 months. In some cases, waits exceeded 4 years. That wait could account for a full Key Stage of education before you get the support you need as an autistic learner.

These prolonged delays often leave schools reluctant to offer meaningful support without a formal diagnosis, leaving students in limbo—struggling academically and emotionally without appropriate accommodations. Inevitably, this drives many families toward homeschooling—not as a preferred choice, but as a necessary step to ensure their child’s learning environment is truly supportive and adaptive.

How are we doing it differently

By dispensing with school uniforms and allowing students to wear attire that promotes comfort during lessons, we can eliminate the sensory distractions that such uniforms can introduce. Adhering to a structured timetable with ample notice for any necessary changes and actively seeking students’ input on desired outcomes can help alleviate anxiety. Additionally, providing students with a clear understanding of the learning structure for each day of the week can further reduce the unpredictability of the curriculum. Working with them and not dictating to them goes a long way.

This week, we’ve looked at the challenges autistic students face when formal support ends, and how homeschooling has become an option for some families seeking stability and continuity. Next week, we’ll turn our attention to the growing connection between mental health needs and the decision to homeschool, exploring why more parents are making this choice for their children.