Teacher responses to anxiety-related behaviours in students on the autism spectrum.
Teachers often soothe anxious autistic students in ways that may accidentally feed the anxiety.
01Research in Context
What this study did
Adams et al. (2019) asked teachers how they react when autistic pupils show anxiety. The team sent a short survey to school staff. Teachers described what they usually say or do when a child freezes, clings, or avoids work.
What they found
Teachers admitted they often use 'anxiety-promoting' replies. Examples: giving extra attention, letting the child escape the task, or reassuring too much. They did not report using fewer 'autonomy-promoting' replies. The study never checked if these replies really made anxiety better or worse.
How this fits with other research
Lau et al. (2020) extends this picture. Caregivers in that study said half of autistic children's fears are autism-specific, like fear of flickering lights or schedule changes. If teachers do not know these triggers, they may accidentally reward the wrong behavior.
Guttmann-Steinmetz et al. (2009) used the same method—teacher surveys—to show that staff can spot unique behavior profiles when autism and ADHD overlap. The pattern tells us teacher ratings are useful, but they need clear anchors so anxiety cues are not missed or soothed in unhelpful ways.
Norris et al. (2010) found high anxiety scores across IQ levels. Dawn's team did not look at IQ, but the two studies together warn that many autistic learners—bright or not—could meet anxiety-promoting responses every day.
Why it matters
You now know teachers may comfort, excuse, or rescue instead of teaching coping skills. Add a quick item to your classroom observation form: 'Did the staff response give the student a way out or a way through?' Share the Yen list of autism-specific fears with teachers so their help matches the real trigger.
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02At a glance
03Original abstract
BACKGROUND: At least 50% of students on the autism spectrum experience clinical or subclinical levels of anxiety but there is scant research on how teachers respond to anxiety in children on the spectrum. AIMS: To compare teacher responses to anxiety-related behaviour in students who do and do not have a diagnosis on the spectrum using the Teacher Responses to Anxiety in Children (TRAC). METHODS AND PROCEDURES: Teachers (N = 64), predominantly from mainstream primary schools, completed an online survey comprised of a demographic questionnaire and two versions of the TRAC, one for students without autism and one for students with autism. OUTCOMES AND RESULTS: Teachers report differences in the way they would likely respond to anxiety-related behaviours observed in students with and without autism. Teachers reported being more likely to use anxiety-promoting responses for students with autism who are showing behaviours indicative of general and separation anxiety, but not when they are showing behaviours indicative of social anxiety. Whilst there was no significant difference in the overall likelihood of use of autonomy-promoting responses between groups, there were differences in the likelihood of using specific autonomy-promoting responses dependent upon diagnosis and type of anxiety. CONCLUSIONS AND IMPLICATIONS: Teachers report they are likely to respond differently to anxiety-related behaviours of students on the autism spectrum but the impact of this on the behaviour of these students is yet to be determined. Professional development is a priority to increase teacher knowledge about anxiety-related behaviours in students with autism and the ways in which teachers' responses may promote or reduce anxiety and autonomy.
Research in developmental disabilities, 2019 · doi:10.1016/j.ridd.2018.12.009