Difficulties of Students With Autism

Last Updated on August 1, 2025 by John Hookway

What makes school hard for students with autism? The CDC says about 2.25% of 8-year-olds have autism spectrum disorder. Most of these kids get special education help. These students face many challenges each day, such as:

• Social and communication problems
• Sensory issues like loud sounds or bright lights
• Trouble with organizing, planning, and finishing work
• Emotional changes or behavior problems
• Problems with learning, writing, or following rules

Experts from the National Autistic Society and studies like “School Experiences of Autistic Students” (Crane et al., 2019, Autism) say that knowing about these challenges helps teachers and families give better support.

Key Takeaways

• Students with autism have many problems at school. They may have trouble with friends, loud sounds, talking, and staying organized. They also find it hard to manage their time.
• Social problems mean they may not know how others feel. They may find it hard to make friends. They may not understand body language. They may face bullying or feel left out.
• Communication problems make it hard to talk or follow directions. Writing and joining group work can be tough. Visual aids and social skills lessons can help them.
• Sensory issues with noise, light, or touch can cause stress. These problems may lead to meltdowns. Quiet spaces and sensory tools in class help them feel better and focus.
• Executive function problems make planning and organizing hard. Changes in routine are also tough. Visual schedules and step-by-step guides help them manage time.
• Academic problems include trouble with abstract ideas and writing. Following many steps at once is hard. Pictures, routines, and clear words help them learn better.
• Emotional and behavior issues like anxiety and meltdowns can hurt learning. Repetitive actions can affect their social life. Calm classrooms and clear routines lower stress.
• Good routines, helpful staff, and kind classmates help a lot. Family support and teamwork with teachers make school better for students with autism.

Social Challenges

Social challenges are some of the hardest things for students with autism at school. These problems can change how they talk to others and feel part of the class.

Interaction

Recognizing Feelings

Many students with autism have trouble knowing how others feel. They might not see when a classmate is sad or happy. This happens because it is hard for them to read faces, body movements, and voices. Uljarevic and Hamilton (2013) found that autistic people do not spot feelings on faces as well as others. These problems can cause confusion and make it hard to make friends.

Students with autism often:

• Miss signs like smiles or frowns.
• Find it hard to share or react to feelings.
• Feel alone or left out.
• Have more anxiety and sadness because of these issues.

Dr. Catherine Lord from UCLA says, “It’s not that they don’t care, but they see feelings in a different way.” This makes it harder for students with autism to make close friends.

Building Friendships

Making friends is not easy for students with autism. Bauminger & Kasari (2000) found that these students have fewer two-way friendships than others.

Sometimes, other kids do not answer when they try to be friends. This can make them feel left out or rejected.

Kasari et al. (2011) showed that special social skills lessons can help. Still, many students with autism need more help to keep friends.

Nonverbal Cues

Reading Body Language

Nonverbal communication is very important in social life. Students with autism often find it hard to read body language, gestures, and faces.

They may not see when someone is upset or happy. Trevisan et al. (2018) found that autistic kids use fewer faces and gestures when talking.

Common problems are:

• Less eye contact.
• Fewer facial expressions.
• Trouble understanding gestures and posture.

These differences can make talking harder and joining groups more difficult.

Responding to Social Signals

Knowing when to join a group or talk can be confusing for students with autism. Crompton et al. (2020) found that autistic people talk well with each other but have more trouble with non-autistic peers. This difference can cause confusion for both sides.

• Non-autistic classmates may not get a good first impression.
• Both groups can misunderstand each other’s signals, making it harder to talk.

Bullying

Peer Attitudes

Negative views from classmates can make school even harder. Studies show that students with autism are judged by how they act, not just their diagnosis.

Bottema-Beutel et al. (2021) found that these views can lead to being left out and teased. When classmates do not understand or avoid students with autism, it can make them feel alone and hurt their mental health.

Exclusion

Being left out is common for students with autism. Many say they are not picked for games, group work, or parties. Zablotsky et al. (2014) found that about 85% of students with autism are bullied, and being left out is the most common type.

Being left out and bullied can cause stress, worry, and low self-esteem. The National Autistic Society and Humphrey & Hebron (2015) say these bad experiences can hurt mental health and make students join in less at school.

Making the classroom more supportive and teaching classmates about autism can help stop bullying and being left out. But teachers, students, and families must keep working on this.

Communication Difficulties

Students with autism often find talking and understanding others hard. These problems show up when they try to talk or listen. Teachers and parents see these struggles in class and group work.

Expressive Language

Verbal Skills

Many students with autism have trouble talking in groups. They might repeat words or phrases. This is called echolalia. Sometimes, they copy what others say right away or later. Dr. Connie Kasari says these kids use language in special ways.

They may talk in a flat or odd voice. Some use words without showing feelings. Some students use fewer words to ask or answer. Instead of using gestures, they might push or pull to show what they want. These habits make it tough to join talks or share ideas.

Common expressive language problems:

• Echolalia (repeating words or phrases)
• Not using language much to talk with others
• Strange voice sounds (flat, nasal, or odd stress)
• Not wanting to talk much
• Using actions instead of gestures

A study by Kwok et al. (2015) in Autism Research found that kids with autism have weaker expressive language than other kids. Both talking and understanding are affected about the same.

Written Expression

Writing is also hard for many students. They may not know how to put ideas on paper. Some write short sentences or leave out details.

Some do not like writing because it is hard to organize thoughts. Dr. Connie Kasari says these writing problems often happen with talking problems.

Receptive Language

Understanding Directions

Students with autism often do not understand what others say. They may not follow directions or answer as expected.

Teachers may give lots of commands or yes/no questions. This can make students feel stressed and give them less time to think or answer.

Receptive language problems:

• Trouble understanding directions and questions
• Hard time noticing social cues
• Feeling lost in class talks

Processing Information

It can take longer for these students to understand what is said. They might miss important points or need more time to answer.

A study by Kim et al. (2014) in Research in Developmental Disabilities found that these problems can make it harder to join class. Pictures and clear routines help students understand and join in better.

Group Participation

Imaginative Play

Many students with autism like to play alone or do the same things. They may not join pretend games or group stories.

Dr. Stanley Greenspan made the Floor Time model to help. In Floor Time, adults join the child’s play and add new ideas. This helps students learn to share and play with others.

1. Trouble with talking and narrow interests lead to playing alone.
2. Floor Time lets adults follow the child’s play and add new ideas.
3. This helps build social and pretend play skills.

Group Work

Working in groups is hard for many students. They may not know how to share or take turns. They might miss social cues or feel nervous about group work.

Teachers can help by giving clear jobs and using pictures. Research in Journal of Autism and Developmental Disorders (Kasari et al., 2011) shows that clear support helps students join group work and learn new things.

Knowing about these communication problems helps teachers and parents support students with autism. With the right help, students can get better at talking and making friends.

Sensory Processing

Many students with autism see and feel things differently. Their senses like hearing, sight, and touch can be stronger or weaker than other kids. This makes school harder for them.

Sensitivities

Noise

Classroom noise can be too much for students with autism. Sounds like chairs moving or bells ringing can seem very loud. Even talking can bother them.

Dr. Temple Grandin says loud noises can hurt, like a dentist’s drill. Studies show that most students with autism have sensory problems. These problems make it hard to learn and feel calm.

Light

Bright lights, like fluorescent bulbs, can bother some students. They might squint, cover their eyes, or ask to turn off the lights. Dr. Olga Bogdashina says harsh lights can give headaches or make it hard to see. Many students like soft lights or sunlight better.

Touch

Touch can be hard for students with autism. Some do not like sticky things like glue or rough things like sand. Some get upset if someone touches them by surprise. A study found that many students have touch problems. These problems can make them feel stressed or want to stay away from groups.

Overload

Meltdowns

Too many sounds, lights, or touches can be too much. Students may have meltdowns. They might cry, yell, or leave the room. A study says sensory overload can cause fear, anger, or even hitting. Meltdowns are not bad behavior. They happen because the student feels overwhelmed.

Avoidance

Some students try to stay away from things that bother them. They might cover their ears, hide, or not join loud events. Teachers may see students get quiet or move away when the class is too busy.

A classroom with quiet spots, soft lights, and sensory tools can help students feel safe and ready to learn.

Classroom Impact

Distractions

Sensory distractions make it hard to focus in class. These can be:

• Loud background noise
• Bright or blinking lights
• Busy walls
• People touching them

These things make it hard to ignore what is not important. One study found that noise is the biggest problem for learning.

Participation

Sensory problems can make it hard to join class. Some students avoid group work or have trouble following lessons. Flexible seats and less clutter can help. Teachers who know about sensory needs can make small changes. These changes help students join in and feel better.

Sensory differences are common in autism. With the right help, students can do well in class.

Executive Function

Executive function is how people plan and finish tasks. Students with autism often have trouble with these skills. This makes school much harder for them. Experts say these problems affect learning and daily life.

Organization

Materials

Many students with autism lose their school supplies. They might forget homework or mix up notebooks.

Dr. Adele Diamond says these students have trouble planning and organizing things. Her review in Annual Review of Psychology (Diamond, 2013) found they may forget what they need for class. Sometimes, they leave important items at home. This makes it hard to keep up with schoolwork.

Thoughts

Organizing thoughts is also hard for these students. They may not know how to break big tasks into small steps. They might forget the order of instructions. Joseph et al. (2005) in Neuropsychology showed that working memory and planning are weaker in students with autism. They can get stuck on one idea or lose track of what comes next. Teachers see that these students need extra help to start or finish work.

Visual checklists and step-by-step guides help students organize their things and their thoughts.

Time Management

Schedules

Time management is a big problem for many students. They may not know how long a task will take or when to start.

Pellicano (2010) in Child Development Perspectives found that students with autism struggle to follow daily schedules. They might miss the start of class or forget to turn in homework. These problems can cause stress and lower grades.

Deadlines

Meeting deadlines is hard for many students with autism. They may put off work or get distracted. Kercood et al. (2014) in Research in Autism Spectrum Disorders found that students often have trouble starting tasks and remembering due dates. Parents and teachers say these students need reminders and extra help to finish work on time.

Flexibility

Transitions

Transitions, like moving from one activity to another, can be stressful. Dr. Rosenthal from the University of Washington says students with autism need routines.

When routines change, they may feel anxious or upset. Russo et al. (2007) in Journal of Autism and Developmental Disorders found that cognitive inflexibility makes it hard to switch tasks or try new things. Even small changes, like a new teacher or classroom, can cause meltdowns or withdrawal.

Changes

Unexpected changes can feel overwhelming for these students. They may not want to try new things or get upset if plans change. Experts suggest using visual schedules, countdowns, and social stories to help students get ready for changes. Visiting new places or practicing new routines can also help. Semrud-Clikeman et al. (2014) say these strategies lower anxiety and make transitions easier.

Executive function problems are common in autism. With the right support, students can learn to manage time, stay organized, and handle changes better.

Academic Barriers for Students With Autism

School can feel very hard for students with autism. They face special problems in learning, writing, and following directions. These problems make it hard to keep up with other students, especially in regular classrooms.

Learning Styles

Abstract Concepts

Many students with autism do not understand abstract ideas well. They may not get jokes, idioms, or sarcasm. For example, if a teacher says, “It’s raining cats and dogs,” they might think it is really happening.

Dr. Tony Attwood says that students with autism often think in a concrete way. This makes subjects like literature, science, and math harder, especially when lessons use abstract thinking.

• Hard to focus and remember information
• Do not understand figurative language
• Trouble with instructions that have many steps

A study by Happé (1995) found that autistic children have more trouble with metaphors and irony than other kids. Teachers can help by using simple words and pictures.

Retaining Information

Remembering new things is also hard for these students. They often learn better with pictures but may forget what they hear.

Research by Boucher and Mayes (2012) showed that both short-term and long-term memory can be weaker. Using pictures, repeating lessons, and teaching with many senses helps them remember and use what they learn.

Writing Challenges

Handwriting

Writing by hand is hard because of fine motor problems. Weak finger muscles make holding a pencil tough. Some textures can bother them and make writing feel bad.

Dr. Amy Wetherby says many students with autism have trouble making letters and spacing them. They may write slowly or not want to write at all.

• Fine motor skills are weak
• Some textures feel bad
• Hard to put letters and words in order

Pencil Use

Using a pencil needs good control. Some students with autism have trouble moving their hands the right way, so writing makes them tired.

Thicker pencils, special grips, and taking breaks can help. Occupational therapists suggest hand exercises and sensory breaks to build strength.

Following Directions

Multi-Step Tasks

Tasks with many steps can be confusing. Research by Geurts et al. (2009) found that autistic children did worse than other kids on tasks with many steps or ideas. They did better when there was only one step. Breaking work into small steps and using picture checklists helps a lot.

Comprehension

Understanding what they read is also hard. A study by Randi, Newman, and Grigorenko (2010) showed that up to 65% of autistic children had trouble understanding reading, but only 3-10% of other kids did. These problems come from differences in memory, vocabulary, and social skills. Teachers can help by repeating lessons, using pictures, and giving special reading help.

Using routines, pictures, and rewards helps students with autism do better in school.

Emotional and Behavioral Issues

Students with autism often have strong feelings and actions. These can make school harder for them. These problems can change how they learn and make friends. Sometimes, these issues can even affect safety. Knowing what causes these feelings helps teachers and parents give better support.

Anxiety

Triggers

Anxiety is very common in students with autism. Studies show that between 42% and 84% of these students have anxiety disorders. This is much higher than the 7.1% seen in other kids. Anxiety looks different for each student. Some get nervous when routines change or when it is loud.

Others worry about not doing things right or being misunderstood. Dr. Susan White says anxiety in autism can hide behind actions like pulling away or getting annoyed. This makes it hard to notice.

Coping

Many students with autism use ways to handle their anxiety. Some rock back and forth or flap their hands to feel calm. Others look for quiet places or follow routines. Teachers can help by using picture schedules and warning students before changes.

Letting students take breaks also helps. Checking in often and keeping the classroom calm makes a big difference. Experts say teachers should use tools to spot anxiety early. This is important because students may not always show their worries clearly.

Meltdowns

Aggression

Meltdowns happen when students feel too much stress. Loud sounds, bright lights, or sudden changes can cause this. Anxiety, being tired, or not getting needs met are also triggers.

Students may yell or hit when they cannot say how they feel. Dr. Brenda Smith Myles says aggression during meltdowns is not a choice. It is a sign the student is upset. She says teachers should watch for early signs and help before a meltdown starts.

Self-Injury

Some students hurt themselves during meltdowns. They might hit, bite, or scratch themselves. This often happens when they feel frustrated or want to get away from stress.

Research shows self-injury is more likely when students cannot say what they need. It also happens when things feel out of control. Teachers and parents can help by teaching safe ways to show feelings. Making the classroom more predictable also helps.

A calm classroom and clear routines can lower meltdowns and aggressive actions.

Repetitive Behaviors

Restricted Interests

Repetitive actions and strong interests are common in autism. Students may focus on one thing, like trains or maps.

They may also repeat actions, like spinning objects. Studies show these behaviors help students deal with anxiety and stay focused. But these habits can limit learning and making friends if not managed well.

Classroom Disruption

Sometimes, repetitive actions interrupt class or make group work hard. Teachers may see students fidget, make noises, or ignore lessons to focus on their interests. Research says using these interests as rewards or teaching tools can help students join in.

Training helps teachers understand why these actions happen. It also shows how to use them in good ways. When teachers see these actions as coping tools, students feel more accepted and ready to learn.

School Environment

Routines

Predictability

Having routines helps students with autism feel safe at school. Dr. Brenda Smith Myles says routines make kids feel secure.

When students know what comes next, they worry less. This helps them get ready to learn. A 2013 study found that routines help students behave better. Routines also help them focus on social skills.

Predictable routines:

• Lower worry by making the day feel safe
• Help students know what will happen
• Make following rules easier
• Let students practice tasks the same way

A classroom with clear routines helps students talk more. When students feel calm, they listen better to friends and teachers.

Schedule Changes

Changes in routine are hard for students with autism. Dr. Tony Attwood says even small changes can cause stress. Things like a new teacher or new seats can upset students.

They may feel confused when routines change. Pellicano (2010) found that students with autism have trouble with new situations.

Teachers can use picture schedules and countdowns to help. These tools show what will happen next and make changes easier. Over time, small changes can help students become more flexible.

Unstructured Times

Recess

Recess is often hard for students with autism. Many spend recess alone or watch others play. Kasari et al. (2011) and Locke et al. (2016) found that these students play alone more often. The playground is loud and not always the same, which makes it hard to join in.

Programs like the FRIEND Playground Program add rules to recess. These programs teach social skills and help students play together. When adults help, students with autism feel less worried and more included.

Free Play

Free play can help students practice social skills. But it can also be too much for some students. Without rules, they may not know how to join games or share.

Bauminger et al. (2003) found that students with autism need extra help during free play. Teachers can set up small group games or use pictures to guide play.

Adding rules to free play and recess helps students with autism feel more sure of themselves and more connected.

Staff and Peer Interactions

Expectations

What staff and classmates expect matters for students with autism. Teachers who notice students’ strengths help them feel good about themselves.

Giving classroom jobs helps students feel they belong. Locke et al. (2016) found that positive staff and clear rules help students do better in school.

Ways staff and peers help:

• Give classroom jobs to help students join in
• Use pictures and routines to stop confusion
• Show off special talents to help classmates accept each other

Support

Support from teachers and classmates is very important. Buddy systems and social stories teach classmates how to help students with autism. Dr. Connie Kasari says that when classmates learn about autism, they include everyone more.

Teachers can train helpers to give just enough help. This lets students be more independent. Class meetings and stories about autism help everyone understand. When everyone works together, students with autism feel supported and ready to learn.

Supports for Students With Autism

Getting the right help can really help students with autism. Schools use different tools and plans to help these students do well. The best help matches each student’s needs and strengths.

Accommodations

Sensory Tools

Many students with autism get upset by noise, lights, or touch. Sensory tools help them handle these feelings. Noise-canceling headphones and quiet spaces help students calm down.

Sensory breaks give them time to relax and focus. Flexible seats, like bean bags or wobble stools, let students move and feel good in class.

Dr. Temple Grandin says sensory supports helped her learn better. A study in the Journal of Autism and Developmental Disorders (Ashburner et al., 2008) found that sensory-friendly classrooms help students pay attention and feel less stress.

Flexible Schedules

Some students need more time to finish work or take breaks. Flexible schedules let students work at their own speed. Teachers use visual schedules and timers to show what comes next. This helps students feel less worried and more sure of themselves. A study by Knight et al. (2019) in Autism Research showed that flexible routines help students with autism handle changes better. Schools also use positive behavior plans and clear routines to make learning safe.

Teachers who use praise or rewards see students join in more and behave better.

Communication Aids

Visual Supports

Visual supports help students know what to do and when. These include picture schedules, social stories, and cards with pictures. Visual aids make routines easy to follow and lower stress.

Dr. Patricia Prelock says visual supports help students do things on their own. The Picture Exchange Communication System (PECS) helps students share their needs without talking. Research by Hodgdon (1995) found that visual supports help students join in more and have fewer problems.

Technology

Technology gives students new ways to learn and talk. Tools like speech-to-text apps, talking devices, and video modeling help students share ideas.

Many students like digital tools because they are fun and simple to use. A study by Fletcher-Watson et al. (2016) in Autism found that technology helps students talk and make friends. Teachers say using technology with pictures and sounds helps students do better.

Advocacy

Family Involvement

Families are very important in helping students with autism. When parents go to school meetings and help at home, students do better. Studies by Fan & Chen (2001) and Sheridan et al. (2013) show that family help leads to better grades and social skills. Family programs give parents tools to help their children and work with teachers.

Collaboration

Working together helps students get the best support. Teachers, families, and specialists work on Individualized Education Programs (IEPs) to make plans for each student.

Research by Stoner et al. (2005) shows that good parent-teacher teams help students adjust to big changes, like a new school. Talking often and working as a team helps everyone stay connected.

Schools that include families and work as a team see better results for students with autism.

Students with autism have many problems at school. They may have trouble making friends or feel overwhelmed by noise and lights. Teachers who care and change the classroom can help a lot. Using things like sensory tools or technology helps students do better.

A study in the Journal of Autism and Developmental Disorders says teachers with good attitudes and teamwork with families help most. Being kind, using helpful ideas, and always learning makes things better. Parents and teachers can keep improving by finding new tips and sharing what works.

FAQ

What are the most common challenges for students with autism at school?

Students with autism face many problems at school. They often have trouble with friends, talking, and learning. Sensory issues like loud sounds or bright lights can bother them. Dr. Catherine Lord says these problems can make learning and making friends hard. The CDC and National Autistic Society agree with this.

What helps students with autism succeed in class?

Most students do better with visual supports and sensory tools. Clear routines also help a lot. Dr. Temple Grandin says schedules and quiet spaces are good. Studies in the Journal of Autism and Developmental Disorders show these things help students focus and join in.

What should teachers know about sensory issues?

Many students with autism react strongly to noise, lights, or touch. Ashburner et al. (2008) found that sensory-friendly classrooms lower stress. Teachers can use headphones, soft lights, and sensory breaks to help students feel better.

What is the role of family in supporting students with autism?

When families help, students do better in school. Fan & Chen (2001) found that joining meetings and helping at home helps students. The National Autistic Society says teamwork between home and school is very important.

What strategies help with social skills?

Social stories and buddy systems help students learn social skills. Small group activities also work well. Kasari et al. (2011) showed that teaching these skills in class helps students make friends. Experts say students should practice social skills every day.

What should classmates know about autism?

Autism changes how someone talks and acts with others. Dr. Connie Kasari says classmates should be patient and include everyone. Programs that teach about autism help classmates understand and stop bullying.

What if a student with autism has a meltdown?

Meltdowns happen when students feel too much stress. Dr. Brenda Smith Myles says meltdowns are not bad behavior. They show the student is upset. Teachers should give a quiet space and speak calmly. Routines and watching for early signs can help stop meltdowns.