Secondary school can be a chaotic place, thanks to loud corridors, constantly changing social rules, and endless group work, among other things.
For autistic students, it often means navigating a system that rarely fits the way their brains work best. Here are some traits that tend to show up clearly in that environment, even if they weren’t recognised for what they were at the time. The more they’re recognised, the easier it might become to provide earlier diagnoses, as well as earlier coping mechanisms.
1. Needing extra time to switch between tasks or classes
Transitions aren’t just a matter of walking from one room to another—they involve a full mental reset. For many autistic students, the change between subjects, teachers, or classroom expectations can feel jarring, especially when there’s pressure to move quickly and adjust instantly.
What looks like “dawdling” or disorganisation is often just someone trying to regulate and recalibrate. The mental effort it takes to stop one task, prepare for another, and process instructions mid-noise can be incredibly draining.
2. Avoiding noisy or crowded places during break times
While other kids might flock to busy lunch halls or rowdy playgrounds, many autistic students gravitate toward quiet corners or less stimulating spots. It’s not antisocial; it’s a coping mechanism. Too much sensory input can feel overwhelming, especially after a long stretch of focused classroom time.
That instinct to retreat or find calm often goes misunderstood, with adults worrying about isolation or loneliness. However, for many, that quiet break is exactly what helps them recharge and keep functioning through the rest of the day.
3. Taking rules very literally, and expecting other people to do the same
For some autistic students, school rules aren’t guidelines—they’re law. If the bell rings at 11:15, that means break starts at exactly 11:15. If talking in class is against the rules, then no one should be doing it—full stop. That strict interpretation can lead to frustration when other people bend or ignore rules without consequence. They’re not being controlling; they need clarity and consistency in environments that already feel unpredictable.
4. Struggling with group projects, even if academically capable
Academic ability doesn’t always translate to ease in group settings. Working with peers can involve subtle social cues, unspoken roles, and messy communication, all of which can make the process stressful or confusing.
It’s not about being uncooperative. Many autistic students simply do better when they have clear roles, structured expectations, and time to work independently. The unstructured nature of group work often highlights how different learning needs go unsupported.
5. Fixating on specific interests, sometimes to the point of disruption
Deep, focused interests can bring comfort and clarity in a busy school environment. Whether it’s space, trains, coding, or historical facts, these passions often become a source of pride and regulation. The challenge is that these interests don’t always align with the classroom topic, and teachers might see them as a distraction. However, for autistic students, those areas of focus are often where they feel most confident, grounded, and themselves.
6. Having a strong sense of justice or fairness
It’s common for autistic students to notice when rules are inconsistently applied or when someone is treated unfairly. They might call it out, speak up, or get visibly upset—even if other people don’t seem to care. Their sense of justice isn’t them trying to be difficult. Instead, it’s an indication that they feel deeply unsettled by inconsistency or inequality. What’s often labelled as “overreacting” is actually an honest response to something that doesn’t feel right.
7. Avoiding eye contact during conversations
In many schools, eye contact is still taught as a marker of politeness or engagement. But for autistic students, it can feel distracting, uncomfortable, or even overwhelming. Just because someone’s not making eye contact doesn’t mean they’re not listening or connecting. In fact, avoiding eye contact often helps with better focus on what’s being said rather than managing sensory overload at the same time.
8. Becoming overwhelmed by sudden changes in schedule
Unexpected timetable shifts—like a room change, substitute teacher, or cancelled assembly—can trigger serious anxiety. That’s because many autistic students rely on predictability to feel secure and grounded. Without warning or time to adjust, even small changes can throw off their entire day. It’s not stubbornness; it’s a genuine need for stability in a world that already feels hard to interpret.
9. Needing downtime after school to decompress
By the time the school day ends, many autistic students are completely drained. They’ve spent hours masking, interpreting instructions, managing noise, and trying to navigate social norms. When they get home, they often crash—mentally, physically, or both.
Their need for recovery time isn’t laziness or antisocial behaviour. It’s part of the cycle of energy regulation. The school day might look manageable on the outside, but it often takes everything they’ve got to hold it together until the final bell.
10. Having subtle stims or habits to stay regulated
Fidgeting, tapping, doodling, quietly humming—these small, repetitive actions help many autistic students stay calm and focused. In school settings, they’re often discouraged because they look “off task” or disruptive.
However, those stims are rarely about distraction. They’re often tools for self-regulation in environments that can feel overwhelming. Understanding their purpose means recognising a student’s way of adapting—not assuming they’re not paying attention.
