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What can teachers learn from the autistic brain?
Autism research suggests some autistic people have too many brain connections while others show too few. So which is it, and can this question be resolved by examining brain development over time?
How autism affects brain connectivity
This research re-examines how autism affects brain connectivity and suggests a developmental shift in any past conflicting results.
Reconceptualising Functional Brain Connectivity in Autism from a Developmental Perspective (Uddin et al., 2013) explores how brain communication changes with age, particularly during puberty.
Autism is often associated with altered brain connectivity, but research is divided.
Some studies show over-connectivity, meaning autistic students have brains that are hyperactive and struggle with sensory overload. Other studies find under-connectivity, meaning long-range brain communication is weaker.
This paper suggests that both are correct—but at different stages of life. Young autistic children (under 12) show increased brain connectivity, which may explain why many struggle with sensory overload. However, by adolescence and adulthood, autism is linked to decreased connectivity, which may impact executive function and social communication.
Understanding these developmental changes is essential for teachers.
Many interventions for autism assume brain connectivity issues remain the same throughout life. However, a one-size-fits-all approach may not work if autistic students experience different cognitive challenges at different ages.
Why puberty matters for autistic students
It sounds obvious, but despite teaching autistic students throughout my career, the same teaching principles cannot be applied to all students.
For example, a seven-year-old autistic student may require support for sensory processing and managing hyperactivity, while a 17-year-old autistic student may need strategies to strengthen long-range thinking and executive function. Teachers who understand this nuance can better tailor classroom strategies.
Notably, puberty plays a critical role. This period is a turning point in brain development, affecting cognitive processing and emotional regulation. Yet, autism research has not fully accounted for these changes. Schools that track puberty-related shifts in autistic students may be able to improve their SEND support plans!
Adapting teaching strategies for different ages
Teachers can use this research to refine their approach to autistic students by:
- Adjusting support by developmental stage for younger students (under 12) who may struggle with sensory overload due to hyper-connectivity. Instead, provide quiet zones, predictable routines, and clear instructions. For older students (12+), who may struggle with abstract thinking and long-range planning, scaffolded tasks, explicit instruction, and concept mapping can support their learning.
- When monitoring changes during puberty – a neurodevelopmental shift – teachers should be alert to new learning difficulties in autistic students. Working closely with SEND coordinators to adjust Education, Health and Care Plans (EHCPs) can be one way to ensure students receive appropriate support as they mature.
- Avoiding rigid teaching approaches. Some autistic students may benefit from reducing sensory input (e.g., quiet workspaces), while others may need more stimulation (e.g., hands-on learning).
Instead of assuming all autistic students require the same support, teachers should observe, trial, and adapt strategies based on individual needs.
Credit: Uddin et al., 2013
CPD questions for teachers:
- How can classroom support be adapted for autistic students at different ages?
- What specific challenges do autistic students face as they transition from childhood to adolescence?
- How can schools track the impact of puberty on autistic students’ learning and wellbeing, and should they?
- Are school and college leaders considering developmental differences in their autism support strategies?
- How do current SEND policies account for changes in brain development over time?
- What signs should teachers look for to detect shifts in executive function in autistic students?
- Could classroom environments be adjusted to meet the changing sensory needs of autistic students?
- How can assessment methods be adapted for autistic students at different developmental stages?
- What strategies can help autistic students build stronger long-range thinking skills?
- How can teacher training on autism better reflect the latest neuroscience research?
The research concludes:
Inadequate attention to critical age-related developmental stages has impeded our understanding of functional brain connectivity in Autism. Further developmental perspectives will contribute greatly to this important area in the classroom …
Download the full paper to explore the findings in more detail.
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