Qatar Foundation experts share back-to-school tips for supporting autistic children

The start of a new school year can be a major adjustment for any child. For children with autism, however, changes in routine, sensory demands and social expectations can make the transition particularly challenging.

Experts from Sidra Medicine and Renad Academy, both part of Qatar Foundation, recommend gradual preparation, predictable routines and strong communication between families and schools to help children settle into the new term.

Build Predictable Routines at Home

Dr. Hanadi A. Al-Mutairi, Developmental Pediatric Fellow at Sidra Medicine, explains that changes should be introduced gradually and adapted to each child’s individual needs.

For many children with autism, routine and predictability can provide comfort and help them remain regulated. Families can maintain consistent bedtime and waking schedules and break difficult morning routines into smaller, predictable steps.

Parents can also prepare children by discussing what happens at school, looking at photographs of the school, classroom and teacher, or using visual schedules and social stories.

Allowing children to participate in preparing their uniform, backpack or lunch can also make school-day routines feel more familiar and manageable.

Consider Sensory Needs

Amani Suhail, an autism specialist at Renad Academy, encourages families and teachers to consider the sensory demands children may experience when returning to school.

Classrooms and school environments can expose children to loud sounds, bright lights, strong smells and unfamiliar clothing or textures.

Families can discuss appropriate support with school staff, including:

Noise-reducing headphones
Sensory tools
Movement breaks
Quiet or calm spaces
Additional transition time
Understanding a child’s individual sensory needs can help reduce discomfort and make the school environment more supportive.

Strengthen Home-School Communication

Close cooperation between parents and teachers can make a significant difference during the transition.

Teachers can create greater predictability by using visual schedules, clear instructions, consistent routines and advance warnings before transitions.

Parents can support teachers by sharing information about strategies that work well for their child, including their interests, communication methods, potential triggers and calming techniques.

Families should also inform teachers about significant changes at home that could affect the child.

Understand Changes in Behaviour

Dr. Al-Mutairi stresses that children may not always be able to communicate how they feel verbally. Instead, emotional or sensory difficulties may appear through changes in behaviour.

Parents may notice:

Increased irritability or emotional outbursts
Withdrawal
Changes in sleep or appetite
Increased repetitive behaviours
Greater sensory sensitivities
Headaches or stomach aches
Increased difficulty separating from caregivers
Some children may manage to cope during the school day but experience greater emotional distress or dysregulation after returning home.

Behaviour Can Be a Form of Communication

Dr. Al-Mutairi encourages families to view changes in behaviour as a potential form of communication.

Rather than focusing only on stopping a particular behaviour, parents can consider what the child may be trying to communicate through it. This approach can help families better understand the child’s needs and identify appropriate support.

Give Children and Families Time to Adjust

Suhail reminds families that adapting to a new school year does not happen overnight. There may be difficult mornings, unexpected reactions and days that do not go according to plan.

Families are encouraged to take one day at a time, make adjustments when necessary, ask for support and celebrate progress.

Creating an Inclusive School Environment

The goal should not simply be for children with autism to adapt to the school environment. Instead, schools and families can work together to create an environment where every student feels safe, understood, included and supported.

Since every child is different, strategies that work well for one child may not work for another. A flexible and individualised approach can help children feel more comfortable and ready to learn as they begin the new school year.