Supporting Autistic Students: Rethinking Behaviour Strategies in the Classroom

Most teachers aren’t trained to decode behaviour. We’re trained to manage it.

A student refuses a task — we prompt them again. A student shouts out — we remind them of the rules. A student avoids eye contact — we make a note and move on.

But what if we’ve been asking the wrong question?

What if behaviour isn’t something to fix… but something to understand?

Why understanding autism in the classroom matters.

In many classrooms, behaviour is judged at face value. It’s labelled: disruptive, defiant, disengaged.

But for autistic students, behaviour is rarely about choice or attitude. It’s often a reflection of how their nervous system is experiencing the environment.

Rory Sutherland, behavioural economist and master of human insight, often says:

“The opposite of a good idea isn’t always a bad idea — it’s often another good idea seen from a different perspective.”

Apply that to teaching, and it means this:
What you see as misbehaviour might just be miscommunication.

A student walking around the room might not be being defiant. They might be self-regulating after sensory overload.

A student avoiding a task isn’t always disengaged. They may be anxious because the task is too vague or unpredictable.

A student interrupting constantly isn’t being rude — they may be desperate to seek clarity before anxiety kicks in.

Every behaviour has a reason. Every child has a story.

Autistic students often experience the world differently — not because something is “wrong,” but because their brains process things in a different way.

When we look at what’s behind the behaviour, we start to respond differently. More thoughtfully. More supportively.

Let’s meet two students.

🧒 Meet Jamie

Jamie is always moving — tapping pencils, shifting in their seat, fiddling with things.
It might look like they’re being disruptive.
But actually, Jamie uses movement to help their brain stay calm and focused. Giving Jamie something to fidget with helps them concentrate better.

🧒 Meet Maya

Maya avoids group work. She often refuses to join in or says she’s “sick” when it’s time to work with others.
It might seem like she’s being difficult.
But Maya finds social situations unpredictable and draining. Group work isn’t engaging — it’s exhausting. She does better when given space to work independently or with a trusted partner.

Once you adopt this lens, your job isn’t to “fix behaviour” — it’s to understand what’s driving it, and make small, meaningful changes.

Behaviour is a signal, not a diagnosis.

Imagine your classroom is a sound system. If something’s off — a buzz, a crackle, a strange echo — you don’t blame the speaker. You look at the inputs, the settings, the wiring. You adjust what’s feeding into it.

It’s the same with behaviour.

Instead of asking:

• “Why are they acting like this?”
  
  Try asking:
• “What’s happening around them that could be triggering this?”

And in Rory terms:

“Most problems aren’t solved by logic. They’re solved by looking at them sideways.”

The environment is the first strategy.

One of the most practical ways to support autistic students is to adjust the environment, not the student.

Things like:

• Visual schedules
• Clear instructions (preferably visual and verbal)
• Noise reduction tools
• Sensory breaks
• Predictable routines

These aren’t special “autism strategies” — they’re basic teaching tools that benefit everyone, but are essential for some.

Jack’s Story — What worked.

Jack is a Year 5 student who calls out constantly, interrupts the teacher, and struggles to wait his turn. Staff describe him as “attention-seeking” and “demanding.”

But when we step back, we find this:

• Jack becomes anxious when he doesn’t understand what’s expected.
• He interrupts because he’s unsure if he’s doing the right thing.
• He struggles with abstract instructions and needs concrete examples.

What helped Jack wasn’t stricter rules or consequences.
It was:

• Visual cues for task steps
• A prompt card to remind him when to ask for help
• A short, quiet check-in at the start of lessons to reduce uncertainty

Jack didn’t need managing. He needed clarity, structure, and a calm connection.

Make the connection first, the strategy will follow

Too often, we rush to strategies — token boards, reward systems, behaviour charts — without first asking what the student actually needs.

The most effective support comes from understanding the student’s needs first.

That’s your relationship with the student.

Your presence.
Your predictability.
Your tone of voice.

The most powerful support strategy often isn’t a resource — it’s you.

Simple shifts that make a big difference

• Use fewer words. Speak slowly. Give wait time.
  Many autistic students need processing time. Pace is support.
  
• Make the day predictable.
  Use visual cues. Preview changes. The unknown is often more stressful than the task itself.
  
• Focus on regulation first.
  A student in distress can’t learn. Calm before content.
  
• Don’t mistake coping behaviours for misbehaviour.
  Headphones, rocking, pacing — these aren’t disruptions. They’re self-protection.
  
• Assume intent is not malice.
  A meltdown is not a tantrum. It’s a system crash.

Teaching is Not Behaviour Management. It’s Relationship Management.

The best teachers aren’t the ones with the most laminated charts.
They’re the ones who know how to stay curious when behaviour gets loud.
The ones who respond, not react.
The ones who remember that behaviour isn’t the whole story — it’s the tip of the iceberg.

So next time you’re faced with a challenging moment, don’t ask:
“What’s wrong with this student?”
Ask: “What’s this student trying to tell me?”

You’ll be amazed how much changes — just from that one shift.