How to support students with autism

• Tip 1: provide predictability in your teaching

  Students with autism often require structure and predictability. A fixed weekly rhythm, clear formats for assignments and recognizable structure of your lessons help with this. Unexpected changes can cause a lot of stress. Ensure that course information on Canvas, in the syllabus and during lessons is consistent and complete. Stick to what you communicate, and announce changes in a timely and explicit manner. 

  Provide course materials in advance. Give written assignment formulations including the steps students must take. Where possible, offer information in different ways (for example, oral, video and text). Start each lesson with a brief overview or agenda on the board, so students know what to expect.

• Tip 2: give clear and explicit instructions

  Vague or implicit instructions can be confusing. Autistic students indicate they need concrete instructions that clearly state what they must do, how they must do it, and why. Also mention the expected end product. If this changes or varies, explicitly state per assignment what you expect – inconsistency can lead to short circuits. 

  Be structured and clear in giving instructions. Use clear and literal language, unambiguous formulations and a clear layout. For example, use supporting visual aids such as checklists, step-by-step plans or pictograms to clarify instructions. 

  For example: 

  Not like this: "It might be useful to think about the topic of your paper in advance." 

  But like this: "Choose a topic for your paper this week and submit it by Sunday 5:00 PM via Canvas. In week 3, you'll give a short presentation of your preliminary research question." 

• Tip 3: help distinguish between main and secondary points

  In texts, slides or explanations, it is sometimes unclear what the core is. Students with autism benefit from tools that distinguish between main and secondary points, because they are often so detail focused. Think of highlighting key points, summaries or offering a visualization. In digital learning environments, you can use formatting, headings or icons to make clear what is central.

• Tip 4: limit overstimulation – physical, digital and social

  Bright lights, loud sounds, busy spaces, unexpected social demands and too much information at once can be overwhelming. Autistic students often experience these stimuli more intensely and may lose their focus as a result. Digital learning environments can also cause overstimulation through cluttered pages or too much information at once. Social overstimulation can occur when unexpected or spontaneous social activities are done in class. A calm environment, both physically, digitally and socially, supports the learning process. 

  Students additionally indicate they benefit from practical tools to prevent overstimulation such as: 

  • earplugs or headphones against ambient noise; 
  • sunglasses or a cap against bright light in teaching spaces; 
  • being able to control lighting in a room themselves; 
  • a fidget toy to stim with (fidgeting to de-stimulate) during class; 
  • being allowed to take more breaks or being able to isolate themselves briefly; 
  • announcement of breaks so the transition goes more smoothly.

• Tip 5: make digital learning environments consistent and accessible

  Students with autism benefit from a consistent layout, clear navigation and simple language in digital learning environments. Large amounts of information at once are difficult to process. Ensure information is logically ordered and spread across multiple, clear pages. Don't use sudden visual updates without explanation – this can be confusing or disruptive. 

  Additionally, autistic students often need digital personalisation, such as adjusting text display (size, line spacing, colours) or converting information into visualisations or mind maps. A central, easily findable place for all study information is helpful.

• Tip 6: be flexible with attendance and assessment forms

  For some autistic students, it is difficult to be structurally present at lessons, for example due to overstimulation, stress, social exhaustion or other obstacles. Group work or lengthy tests can also be difficult. Flexibility in attendance requirements, alternative assessment forms (such as oral exams or take-home assignments), and extra time can be supportive. 

  Give timely written information about the test form, content, assessment, location and involved teacher. Where possible, provide a checklist or rubric, so students know exactly what is being assessed. Spread test moments and deadlines well where possible. Offer alternative test forms, extra time and a low-stimulus test environment where appropriate. Allow students to take breaks during a test if necessary.

• Tip 7: support planning and organization

  Students with autism sometimes have difficulty planning tasks and organizing their studies. More structure and guidance can help with this. Think of: 

  • interim deadlines or reminders; 
  • guidance by study advisors; 
  • training on time management and studying with autism;
  • help developing a study method; 
  • splitting up tasks; 
  • where possible (and if this suits the student) working in pairs or with a study buddy; 
  • monitoring interim progress; 
  • clear agreements about task division and communication in group work.

• Tip 8: don't expect visible signals – be approachable and accessible

  Not all autistic students have a diagnosis or make this known; some mask their autism consciously or unconsciously. They don't always indicate what they're struggling with, even when they're stuck. Some autistic students then turn even more inward and have difficulty asking for help. It can be tempting to only react to or judge visible signals such as poor performance or apparent disinterest. So don't wait for requests for help, but create an open and approachable atmosphere where students know there is room for customization, without them having to justify themselves or feel ashamed. By offering clear information, structure and room for consultation as a standard, you also support students who don't explicitly report or feel a barrier to do so.

• Tip 9: prevent prejudice and exclusion

  It is important to avoid prejudice. Phrases like "everyone is a bit autistic" or "you don't look autistic at all" can seem hurtful and denying. Well-meaning comments can also contribute to misunderstanding. Students with autism spend a lot of energy daily on adapting to the educational environment and in social situations. So don't take it as rudeness if someone doesn't make eye contact with you, for example – for some autistic students this is particularly stressful. Also be alert to subtle forms of exclusion or bullying behaviour. Students with autism can be vulnerable to social insecurity, especially when they keep quiet or make a great effort to adapt.

• Tip 10: point out support options

  Students can use facilities within VU such as low-stimulus test rooms, extra time, a study coach, guidance for students with autism or the Student Support Fund. But not all students know this, so point out these possibilities, which are all accessible through the Information Point for Studying with a Disability. For persistent stress or anxiety, also refer to VU student psychologists or other forms of mental support.