School Years

Program 2 will research the provision of appropriate educational environments and programs for students on the autism spectrum so that they have the best chance of social, behavioural and academic success, and equip teachers and health professionals to manage even the most complex behaviours. It is the first time that a nationwide collaboration has undertaken evidence-based, quality research on appropriate education for students on the spectrum. Incorporating all school systems, we will produce protocols to support children to succeed at school and beyond.


Before Autism CRC

Beyond Autism CRC

  • Social isolation and vulnerability.
  • Poor academic outcomes limiting post-school opportunities.
  • Absenteeism and suspension.
  • Lack of trained educators.
  • Escalation of mental health issues.
  • All classrooms in Australia have best-practice planned and coordinated transitions to benefit all children in the class.
  • All school staff have an understanding of autism.
  • Evidence-based assessment and behaviour support models are utilised.
  • The whole school community is autism friendly.
  • Parents, teachers and allied health professionals work together to collectively support successful outcomes for students with autism.





This project will help shape the future with a landmark national analysis of the educational needs of students aged 5-18 years on the autism spectrum. We are calling on school administrators, teachers and specialist support staff, ancillary support staff such as teacher aides, parents of students on the spectrum and autistic students to share their experiences. This study is now complete and you can find the Full Report and other resources produced from the results here.
This project will complete a comprehensive investigation into the degree to which reducing anxiety leads to improvements in school functioning. It is predicted that engaging in a group anxiety program will improve school behaviour and academic outcomes.
This project will examine emergent literacy development in preschool children with ASD to determine whether children with ASD require specific early intervention strategies. This will provide direction for early intervention and may ultimately lead to greater academic success.
Children with autism tend to need support getting started on tasks, finishing tasks and transitioning between tasks. This project will research interventions which will be easy to implement for the teacher, make a real difference for a child with autism and potentially benefit the whole class.
This project provides an innovative exploration of home communication about school events between children on the autism spectrum and their parents. The project aims to support the optimisation of students’ social, behavioural and academic success in the school setting.
This study will build on results from a completed Autism CRC study on the emergent literacy skills of children on the autism spectrum. The study will follow the same cohort of children through their first year of formal schooling to identify predictors of literacy outcomes.
This study will test the extent to which Sound Field Amplification systems in classrooms assist students with ASD to process information and follow instructions. The introduction of these systems is expected to assist all children including those with ADHD, language disorders, hearing impairments and students for whom English is a second language.
This study will follow children with autism over a six year period, collecting information about strengths and difficulties in a range of areas. Our research will find out which factors improve or impede a child’s participation and improve their academic performance in order to develop tools and strategies to better assist their development.
In this project, the use of assistive technology in combination with explicit writing strategy instruction in mainstream classrooms will be evaluated. The aim is to develop software that will benefit all children in a classroom.
This project will develop a resource kit and manual to support teachers to implement the successful Robotics Social Club program.
This project aims to explore experiences and perspectives of students with ASD and their parents and teachers of school connectedness in urban, rural and remote schools and to implement a school connectedness program in schools to support an inclusive school culture at an individual student, family and school level.
This project will be extending the Secret Agent Society program from a small group context into a whole classroom model. This will broaden the reach of the highly successful, evidence-based program and help more children on the autism spectrum and their families.
This study will develop an individualised autism-specific shared book reading intervention for parents and their young autistic children. This strengths-based intervention will aim to foster emergent literacy skills in a context that is part of the daily routine.
This project will use remote technology to support existing face-to face services and traditional teaching training, support and professional development approaches. Will specifically look at addressing the needs of classroom teachers in rural and remote regions and students with ASD and complex needs.
This project will focus on the feasibility, and sustainability over time, of practices to support students on the spectrum to make successful transitions within the early and middle years classrooms.