Compulsory relationships and sex education (RSE) is set to begin in schools from September (although this can be delayed until summer 2021 in the wake of school shutdowns).
This new era presents all kinds of challenges for staff, but particularly when it comes to delivering to children with special educational needs or disabilities (SEND).
The government guidance is sparse, and although the PSHE Association has recently provided guidance for key stages 1 to 4, there is limited information to support mainstream schools to be inclusive of all children.
It must be recognised that there are particular challenges to be faced when teaching young people with autism.
These can include finding appropriate communication methods and ensuring they can be adjusted appropriately; addressing difficulty in understanding the nuances of relationships; and managing an increased anxiety in parents of autistic children, as they can often feel that their children are not ready.
As young people with autism are more likely to identify as non-heterosexual and non-cisgendered, lessons on LGBTQ+ issues must include them as this can disproportionately affect them.
So, how can you tailor your RSE for young people with autism?
Explore relationship nuances
Lessons should include relationship social cues so that a lack of understanding of appropriate relationship protocols doesn’t cause embarrassment and decreased self-esteem. For example, looking at how to know when to give up texting someone who is not interested.
Teach to the body the young person has
Although, intellectually, a child may not be prepared for relationships, it is important they understand their bodily changes. Puberty, masturbation and sexual relationships must be taught before young people are ready so it is not gained from unreputable sources regardless of additional needs.
Use appropriate communication methods
If pupils use visuals or communication devices, you should be prepared to use these during your lessons. The Sex Education Forum can offer communication resources to use during RSE.
Try drama, role-play and dolls
Experimenting with freeze frames and roleplays gives opportunities for young people to form their own opinions on relationship issues such as peer-on-peer abuse, consent and relationship-appropriate behaviours.
It is important that children have opportunities to understand appropriate and inappropriate behaviours and using anatomically correct dolls can facilitate this.
Repetition
Teach concepts repetitively, beginning in EYFS and continuing until they leave secondary school, for example by approaching consent in EYFS by introducing the idea of saying yes and no to things they do and do not want to do. This is important as specific sensory needs may require them to be able to tell people no from an early age.
Making appropriate adjustments ensures that all young people are informed during their lessons.
Most importantly, the relationship you create in school between yourselves, your students and their families are the best way to ensure that young people with autism get the best possible learning for their future life, mental health, and wellbeing.
