Mitigating the Impact of Dysregulation on Learning Outcomes for Autistic Pupils in an Everyday Specialist School Setting.

Lay AbstractThis study looks at how autistic children manage their emotions at school and how teachers can help them feel more in control. Emotional regulation is important for learning, and it’s a key part of education, but most research focuses on medical issues rather than the everyday challenges children face in school.The study took place in a school for autistic children. Teachers and teaching assistants worked together to explore how emotions like stress or calmness can be influenced by the school environment.Through group discussions with teachers and classroom observations, the study found that helping children stay calm involves more than just looking at their behaviour. Teachers need to be flexible and understand what each child needs in the moment, since emotions can change quickly. Movement, like allowing children to walk around or take breaks, was found to be really helpful in keeping them regulated. Routine and predictability were also important, but teachers had to stay adaptable to meet each child’s needs.Teachers themselves also needed support, as managing their own stress and working well together as a team were key to helping the children. The study highlighted how important it is to really listen to and understand the children, as misunderstandings about their feelings or interests can lead to more stress for both students and teachers.Future research should look into how differences in attention and interest can affect emotional regulation, to avoid setting unrealistic expectations for the children. Creating a supportive, understanding community in schools can help both students and staff handle the challenges they face and this will mean finding more ways to include the children’s voice, even if they don’t speak.