We live in a time when more children than ever are getting to know classmates and friends with autism. Teaching children about autism early makes a big difference in how they treat others.
Building an Inclusive Society
When children learn about autism at a young age, they become more accepting of differences. Research shows[1] that many autistic students face bullying because their peers don’t understand autism.
- Early understanding leads to fewer wrong ideas about autism
- Children learn to see past differences
- Kids become more comfortable asking questions
Benefits for Everyone
Teaching about autism helps both autistic and non-autistic children. Studies indicate[2] that when children understand autism, they form stronger friendships.
- Children develop better social awareness
- Kids learn to be more patient with others
- Friendships become more meaningful
Making Lasting Change
When we teach children about autism today, we create better communities for tomorrow. These children grow up to be adults who understand and accept differences.
- Children share their knowledge with family members
- Schools become more welcoming places
- Communities grow more understanding over time
Starting the Conversation: Age-Appropriate Approaches
Ages 4-6: Building Basic Understanding
When talking with young children about autism, we find that simple comparisons work best. Just like how some kids are tall and others are short, we can explain that different brains work in different ways too.
- Keep conversations brief and casual
- Use examples they can see in their daily life
- Focus on behaviors they might notice
According to research from Indiana University[3], young children respond well to concrete examples rather than abstract concepts.
Ages 7-9: Growing Understanding
At this age, we can start talking about how everyone’s brain processes information differently. Some brains are extra sensitive to sounds, lights, or textures – and that’s okay.
- Introduce the concept of neurodiversity in simple terms
- Talk about different sensory experiences
- Share examples of various ways people communicate
Ages 10-12: Deeper Discussions
Studies from The REACH Institute[4] show that older children can grasp more complex ideas about autism. We can talk about:
- How brain differences affect social interactions
- Ways to understand and support classmates with autism
- Different communication styles and preferences
| Age Group | Key Messages | Example Phrases to Use |
|---|---|---|
| Toddler (1-3 years) | Autism is about being different, not less. | “Some people’s brains work differently, and that’s okay.” |
| Preschool (3-5 years) | Everyone has unique strengths and challenges. | “You know how you’re really good at puzzles? Some people might find that hard, but they’re really good at other things.” |
| Early Elementary (5-7 years) | Autism doesn’t define a person. | “You know how you’re not just a kid who likes ice cream, but also a kid who’s good at drawing, likes dogs, and loves to swim? It’s the same with people who have autism. They’re not just people with autism. They’re people with lots of other qualities, too.” |
| Upper Elementary (8-10 years) | People with autism might experience the world differently. | “Imagine if the tags in your clothes felt like they were scratching you really hard, or light seemed too bright all the time. That can be how it feels for some people with autism.” |
| Middle School (11-13 years) | Autism is a spectrum, there’s no “standard” autism. | “No two people with autism are the same, just like no two people without autism are the same.” |
| High School (14-18 years) | People with autism deserve respect and understanding. | “Just because someone with autism might act or react differently than you’d expect, doesn’t mean they’re wrong. They’re just processing things in their own way.” |
| Adult (18+ years) | Understanding and acceptance are key to supporting individuals with autism. | “Autism is not a disease, it’s a different way of experiencing the world. Empathy and understanding are crucial to supporting our friends, family, and colleagues with autism on their unique journeys.” |
Remember that every child processes information at their own pace. The timing and depth of these conversations may vary based on each child’s maturity level and exposure to autism in their daily life.
Using Simple Analogies and Examples
We find that explaining autism through familiar comparisons helps children grasp these concepts more easily. Let’s look at some helpful ways to explain autism to both autistic and non-autistic children.
The Brain as a Computer
We can think about different brains like different types of computers. Just as some computers run Windows and others run Mac OS, different brains process information in their own unique ways.
- Some brains process certain types of information faster
- Other brains might need more time to process the same information
- Neither way is wrong – they’re just different systems
Sensory Experience Comparisons
We can explain sensory differences using everyday examples that children understand. Some autistic people process sensory information differently, which we can compare to common experiences:
- Volume control: Like when a TV is too loud and hurts our ears – some people feel this way about normal sounds
- Clothing tags: Some people barely notice them, while others find them very uncomfortable
- Food textures: How certain foods feel different to different people
Social Communication Examples
When discussing communication differences, we can use these simple comparisons:
- Different languages: Like speaking English in a country where everyone else speaks another language
- Learning styles: Some learn better by reading, others by listening or watching
These comparisons help children understand that autism isn’t about being “better” or “worse” – it’s about being different.
Just as we all have our own ways of learning and communicating, autistic individuals have their own unique ways of experiencing the world.
Common Questions Children Ask About Autism
When children encounter peers with autism, they often have questions. Let’s look at some typical questions and how we can answer them in ways that build understanding.
Behavior-Related Questions
Hand Flapping and Body Movements
Kids often notice different body movements and ask about them. According to autism specialists[5], we can explain that some people with autism move their bodies in special ways when they feel excited or nervous – just like how some of us tap our feet or twirl our hair.
Eye Contact Differences
Some children with autism find it hard to look directly at others. We can tell kids that making eye contact might feel uncomfortable for their friend, but it doesn’t mean they’re not listening or don’t want to be friends.
Communication Questions
Speech Differences
- Some children with autism communicate differently
- They might use tablets, sign language, or pictures
- Others may take longer to process words before responding
Word Repetition
Sometimes children with autism repeat words they hear. Educational resources[6] suggest explaining that this helps some kids learn language or express their feelings.
Social Interaction Questions
Playing Differently
We can explain that children with autism might prefer to play alone sometimes or play differently than others. They might really like specific toys or activities and want to stick with those.
Special Interests
Many kids with autism have topics they really care about and know a lot about. We can help other children understand that these interests are important to their friend, just like we all have favorite things we like to talk about.
| Question Type | Example Questions | Appropriate Responses |
|---|---|---|
| What is Autism? | “What is autism?”, “Why is my brother/sister different?” | “Autism is a way some people’s brains work that makes them have a different experience of the world. It can make them extra good at some things, but also make other things harder for them. Remember, everyone is different and that’s okay.” |
| Symptoms of Autism | “Why does he/she not talk to me?”, “Why does he/she flap their hands?” | “Sometimes, people with autism may have trouble talking or might use their body to express how they’re feeling. The hand flapping could be a way they’re showing they’re excited or anxious.” |
| Understanding Behaviours | “Why does he/she like schedules so much?”, “Why does he/she get upset with loud noises?” | “People with autism often feel more comfortable when they know what to expect. Schedules can help with that. Some people with autism may also have sensitive senses, so a loud noise can feel much louder to them than it would to you.” |
| Empathy and Autism | “Does he/she like me?”, “Does he/she understand how I feel?” | “Just like anyone else, people with autism can care about others very much. They may just have a different way of showing it. They might also find it harder to understand how others are feeling by looking at their faces or listening to their voices.” |
| Treatment and Support | “Can he/she get better?”, “Why does he/she go to therapy?” | “Autism isn’t a sickness, so there’s no ‘getting better’. It’s just a different way someone experiences the world. Going to therapy is a way for them to learn skills and strategies that can help them with some of the things they find hard.” |
Being open and honest when answering these questions helps create better understanding between all children. Simple, direct answers work best.
Teaching Empathy and Understanding
Perspective-Taking Activities
We can help children understand autism better through hands-on activities that let them experience different perspectives. Research shows[7] that direct experience activities are effective in changing how children think about autism.
Sensory Sensitivity Exercises
- Wearing noise-canceling headphones in a loud room
- Trying to read while bright lights flash
- Wearing scratchy clothing for a short time
- Using weighted blankets to understand pressure sensitivity
Communication Challenge Activities
- Trying to explain something without speaking
- Drawing pictures to share thoughts instead of words
- Following instructions with background noise playing
Kindness and Inclusion Strategies
We can teach children simple ways to include everyone in activities and conversations. This helps build natural friendships and understanding.
Finding Common Ground
- Looking for shared interests in games or activities
- Starting conversations about favorite subjects
- Finding activities everyone can join
Making Space for Everyone
- Creating quiet zones during group activities
- Offering different ways to participate
- Using visual schedules and clear instructions
Celebrating Differences
We recognize that every person has unique abilities and ways of thinking. This mindset helps children see differences as normal and valuable.
- Pointing out different types of talents
- Talking about how everyone learns differently
- Highlighting what makes each person special
- Showing how different abilities help solve problems
References
We value truthful content. 7 sources were referenced during research to write this content.
- “Why Autism Acceptance Should Be Taught in Schools | Ambitious About Autism”. “Why Autism Acceptance Should Be Taught in Schools | Ambitious About Autism”. Web. ...
- “Teaching Peers About Autism | Autism Speaks”. “Teaching Peers About Autism | Autism Speaks”. Web. ...
- “Getting Started: Introducing Your Child to His or Her Diagnosis of Autism: Learn About Autism: Resources: Indiana Resource Center for Autism: Indiana University Bloomington”. “Getting Started: Introducing Your Child to His or Her Diagnosis of Autism: Learn About Autism: Resources: Indiana Resource Center for Autism: Indiana University Bloomington”. Web. ...
- Sinha, Pawan et al.. “Autism as a Disorder of Prediction”. Proceedings of the National Academy of Sciences 6 Oct. 2014: 15220–15225. Crossref. Web. ...
- “Fraser Blog - 8 Questions Your Kids Might Have About Autism and How to Answer - Fraser”. “Fraser Blog - 8 Questions Your Kids Might Have About Autism and How to Answer - Fraser”. Web. ...
- “Autism Acceptance 101 Questions Kids Ask About Autism”. “Autism Acceptance 101 Questions Kids Ask About Autism”. Web. ...
- Cremin, Katie et al.. “Autism Awareness Interventions for Children and Adolescents: A Scoping Review”. Journal of Developmental and Physical Disabilities 26 Mar. 2020: 27–50. Crossref. Web. ...
