Supporting Social Understanding

Developing social understanding as well as explicit teaching of social skills should take a person-centred approach which builds upon the child’s strengths, needs and interests.

The Autism Education Trust recommends the following strategies for supporting social understanding and relationships in the Early Years:

• Social Stories™ (Carol Gray, 2002) or social scripts can be used to prepare learners for specific situations or activities and help them to understand what to expect in a situation and why.

• Use comic strip conversations to support learners to understand the views and actions of themselves and others by drawing a visual representation of social interactions. These can be used to explore feelings and intentions, alongside what could be said ‘out loud’ and what could be thought instead within social situations.

• Ensure named adults are consistently available as a point of contact and to provide reassurance to the learner. Consider having more than one key person who can provide specific support for pupils where possible and an accessible way of communicating with them when needed.

• Listen to the voice of the learner and ensure their views and opinions are valued. Provide learners with regular opportunities to talk about their own needs and contribute to their provision and learning priorities. Recognise the learner as an individual and include their voice within person centred planning.

• Support social development explicitly through the use of structured programmes and provide opportunities for learners to practice social interactions in a supportive environment. The focus should be on developing friendships and the feeling of belonging, rather than attempting to change the child’s behaviour to appear neurotypical or ‘fit in’.

• Examples of structured programmes that may enhance social development include ‘Circle of Friends’, ‘Socially Speaking’ and LEGO® based groups and buddy systems.

• Support all children to develop their awareness and understanding of neurodiversity. This could include PSHE lessons, circle time and school assemblies on developing neurodiversity awareness by exploring and celebrating differences.

• Provide structure during free times where no alternative is available, for example by giving learners the choice to take a book or favourite toy out to the playground or following a schedule of activities within the allocated free time period.

• Ensure all staff are aware of potential triggers and can proactively teach de-escalation strategies. This may include breathing exercises, use of the ‘Incredible 5-Point Scale’ or similar resource, visual prompts, self-regulatory items and access to safe spaces.

• Support families to help their child to accept and celebrate their differences, alongside signposting resources such as books, journal articles, and local support services.