Abstract

ABSTRACT Objective This study aimed to describe how anxiety presents in autistic students within school settings. Teachers of 140 autistic students (aged 6–14) completed open and closed questions about anxiety signs and effective strategies. Teachers were predominantly female (87.9%), employed full time (86.4%) in mainstream settings (73%). Data were analysed using quantitative and qualitative (content) analysis. Over half the students (55.4%) were reported to be anxious in class, and 35.7% in playground/free time. Common indicators of anxiety in the classroom included avoiding/delaying tasks, and increased movement and activity. Withdrawal, hiding, and running away were frequently reported indicators of anxiety in playground/free time. Access to a safe, calm space was the most frequently noted strategy to reduce anxiety. Indicators of autistic students’ anxiety may be behavioural, cognitive, and/or emotional, and may vary by student and context. Findings highlight the importance of recognising anxiety as a potential underlying factor in behaviour in or outside the classroom. This study has important implications for teacher training and school policies, emphasising proactive identification and tailored support to enhance autistic students’ wellbeing.

Citation

Adams, D., & Simpson, K. (2026). Teacher perspectives on the signs and helpful strategies for anxiety in autistic students. Educational and Developmental Psychologist, 1–15. doi.org/10.1080/20590776.2026.2631394