A Clean Slate: Providing Alternative Provision with Curiosity
At Autism Champions, we approach every young person and every family from a place of curiosity. We work on the assumption that everyone is doing the best they can with the resources, understanding and support they currently have. When things are difficult, we don't start by asking, "What's wrong?" Instead, we ask, "What's happened here, and what might this young person need?"
Sometimes we come into situations where relationships between a school and a young person have become strained. Expectations have hardened, everyone is exhausted, and there can be a sense that things have reached an impasse. In these situations, it often takes a fresh perspective to uncover new possibilities and create a way forward.
Challenging Preconceived Notions
We worked with a young person who found school very challenging, as many of our clients do. The school had reached a point where they felt she either needed to attend full time or not attend at all. Unfortunately, this left very little room for flexibility. Her social needs weren't being met, and neither were her educational goals. The pressure to fit into a rigid model of attendance was causing significant distress for everyone involved.
Over time, she had become labelled as "challenging" and "difficult", and this narrative had taken a toll on her parents as well. They had spent years advocating for their daughter and often felt unheard. Having mentors from Autism Champions alongside them to affirm that their daughter was not a problem to be fixed, but a young person with valid needs, brought a renewed sense of hope. Together, we explored alternatives and identified options that may have changed the trajectory of her education.
Asking the Right Questions
A key part of our work is approaching situations with a clean slate. Rather than assuming behaviour is deliberate or oppositional, we become detectives. We ask questions that help us understand what might be getting in the way.
In an educational setting, that might include questions such as:
When does this young person seem most settled and engaged?
Are there particular times of day, lessons or environments that are more difficult?
What happens immediately before they become distressed?
Are sensory factors such as noise, lighting or crowded spaces having an impact?
Does the demand being placed on them match their current capacity?
What relationships or activities bring them joy and connection?
At home, we might explore:
What does your child enjoy and seek out?
What does a good day look like for them?
When do they seem most relaxed?
Are there patterns around sleep, eating or transitions that affect their wellbeing?
How do they communicate stress or overwhelm?
What helps them recover after a difficult day?
These conversations often reveal strengths, interests and unmet needs that have been hidden beneath layers of anxiety and misunderstanding.
When we start from curiosity rather than judgement, we create space for connection, collaboration and hope. A young person who has been described as difficult may simply be communicating that something isn't working. By wiping the slate clean and listening carefully, we can begin to build environments where children feel safe, understood and able to thrive.