Islands of Safety

Authors

Abstract

The education system can be a difficult place for autistic children and young people. Often, unwittingly, their behaviours and communication are misconstrued or punished as non-conformity; their needs go unnoticed and unmet; and their experiences across a range of domains are dismissed. However, the right kinds of support from non-teaching staff can have profoundly positive effects on young people; enhancing a sense of belonging and identity, and in turn, supporting inclusion and wellbeing. Therefore, this chapter focuses on the importance of non-teaching staff as curators of safety for autistic young people in mainstream schools. Within an environment where, metaphorically, autistic young people are struggling to swim in rough and unpredictable seas, it is paramount for them to have islands where they can climb ashore and seek safety. Informed non-teaching staff are vital in curating these Islands of Safety for young people and can do so in several ways: by spending time curiously exploring the needs of autistic young people, by developing trust, close bonds and relationships, and by advocating powerfully for them. This chapter first reflects on barriers in education and then focuses on how non-teaching staff can act as curators of safety for autistic young people. It will reference the Double Empathy Problem; the concept of monotropism, co-occurring conditions, “safety in predictability,” autistic masking (through the lens of projecting acceptability), autistic burnout, emotional regulation, emotional attachment, and mental health.

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