April is World Autism Month! I invite you to reflect on the evolution of autism awareness initiatives and consider how we can foster supportive and inclusive learning environments moving forward (free resources included)! Out of deep respect for diverse perspectives, I will use both people-first and identity-first language throughout this newsletter. Words are powerful; everyone’s experiences are unique. Be sure to always ask and honor individual preferences.
Understanding to Action
Early Initiatives:
The roots of current awareness initiatives can be traced back to the establishment of “National Autistic Children’s Week” in 1972. This effort aimed to educate the public about autism, provide essential services for children on the spectrum, and advance research in the field.
Global Recognition:
The designation of April 2nd as “World Autism Awareness Day” by the United Nations in 2007 marked a pivotal moment in the global recognition of autism. The resolution was prompted by concerns over the rising prevalence of autism worldwide and the insufficient resources available to meet the needs of individuals on the spectrum.
From Awareness to Action:
This 1-day recognition evolved into a month-long observance called, “Autism Awareness Month.” However, some advocates found the language of “awareness” to come across as if alerting one to a threat. Others saw the need to move from “education” to “action.”
In response, many autism organizations shifted towards “Autism Acceptance Month” to emphasize the need for a welcoming and inclusive world for all and to empower the voices of those on the spectrum. On that note, you might hear initiatives for “Autism Advocacy Month” to further emphasize the need for better representation.
A Year-Round Commitment:
Regardless of the terminology used– whether it be “Awareness,” “Acceptance,” or “Advocacy”– the underlying message remains clear: our commitment to supporting individuals on the spectrum extends beyond a single month. It is an ongoing journey that involves education, empathy, and empowerment.
We have come a long way in understanding and supporting students on the spectrum but still have much to learn. I invite you to consider the following facts and reflection questions:
1 in 36 children are identified with Autism Spectrum Disorder (ASD) in the U.S.
Since researchers began tracking in 2000, the prevalence of autism has increased. Experts find this increase is mostly due to growing awareness of autism and changes in diagnostic criteria (i.e. the DSM).
How are ALL teachers prepared in your division to teach ALL students?
1 Girl: 4 Boys
Boys are nearly 4 times as likely as girls to be identified with ASD (though I predict this will change as research and understanding of how autism can present differently in females advances).
How can we make sure girls get any needed supports and not fall through the cracks?
Understanding Neurodiversity
ASD is a neurological and developmental disorder that can impact how people interact with others, communicate, learn, and behave (NIMH, 2024). Some think of the autism spectrum in a very linear way, however, it truly is a “spectrum” of different ways in which a person’s brain processes information.
How is your school promoting understanding and acceptance?
Actionable Social-Emotional Supports
A Gift For You…
Based on the questionnaire responses (from the fall newsletter), the top topics of interest were:
- Supporting social skills and mental health
- Free resources
So, my gift to you during World Autism Month combines both items!
Did You Know?
- 79% of autistic adults have had a diagnosable mental health condition at least once in their lives (Lever & Geurts, 2016)
- In comparison to 40% of non-autistic adults
- University students on the spectrum are roughly 3x more likely than non-autistic students to report having at least one mental health condition (Kuder et al., 2021)
- Anxiety and depression being the most common
- Research has shown links between camouflaging and mental health issues such as increased levels of stress, anxiety, depression, and suicidality (Jack, 2021)
- Autistic women are more likely to camouflage than autistic men
So What Can We Do?
The current outcomes for adults on the spectrum are extremely concerning. We must consider what can be done now, PreK through 12th grade, to help improve our students’ quality of life.
A crucial aspect of supporting students on the spectrum involves fostering a sense of belonging, connectedness, and self-worth within the school community (Cassidy et al., 2021).
Below are many free resources to help develop and/or enhance those critical aspects. As you explore the resources, consider:
“How can I use this lesson plan/resource/perspective to build a supportive and inclusive environment where every student feels valued and heard?”
Important Perspectives
SEL Lesson Frameworks
Supplemental SEL Activities
Continue Learning about SEL & Mental Health
TTAC Library: Highlights for this Month
References:
- Cassidy, S., Goodwin, J., Robertson, A., Cogger-Ward, H., & Rodgers, J. (2021, April). Autism Community Priorities for Suicide Prevention. International Society for Autism Research. https://www.autism-insar.org/
- Jack, C. (2021, April). Masking and mental health in women with autism. Psychology Today. https://www.psychologytoday.com/us/blog/women-with-autism-spectrum-disorder/202104/masking-and-mental-health-in-women-with-autism
- Kuder, S. J., Accardo, A. L., & Bomgardner, E. M. (2020). Mental health and university students on the Autism Spectrum: A Literature Review. Review Journal of Autism and Developmental Disorders, 8(4), 421–435. https://doi.org/10.1007/s40489-020-00222-x
- Lever, A. G., & Geurts, H. M. (2016). Psychiatric co-occurring symptoms and disorders in young, middle-aged, and older adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(6), 1916–1930. https://doi.org/10.1007/s10803-016-2722-8
- U.S. Department of Health and Human Services. (2024, February). Autism spectrum disorder. National Institute of Mental Health. https://www.nimh.nih.gov/health/topics/autism-spectrum-disorders-asd
