Definition of “School Can’t”

Living on the Spectrum defines School Can’t as:

“School Can’t (School refusal) is when a child is so overwhelmed and stressed by school that they find it difficult to attend. Formally referred to as School refusal. We now understand that it is not a choice for many children. It is due to overwhelming sensory overwhelm, anxiety and stress.”

The term “school can’t” typically occurs where traditional school systems are unable to meet the diverse and specific needs of all students, particularly those with unique requirements such as autistic students. This term encapsulates a range of limitations within conventional educational frameworks, including:

• Inadequate Support for Alternative Communication: Many schools lack the necessary resources and trained staff to effectively support students who rely on alternative communication methods, such as sign language or communication devices.
• Rigid Behavioural Expectations: Traditional schools often have inflexible behavioural standards that fail to accommodate the varied ways autistic students may express themselves, potentially leading to misunderstandings and disciplinary actions.
• Limited Sensory-Friendly Environments: Schools may not provide sensory-friendly learning spaces that cater to the sensory sensitivities of autistic students, affecting their ability to focus and participate fully in class.

Current strategies for supporting neurodivergent children

Addressing school can’t is complex and requires a multipronged approach.  Some of the more common approaches include:

• Creating sensory-friendly learning environments
• Providing individualized education plans (IEPs) tailored to the specific needs of autistic students
• Offering education, training, and support to neurotypical students so that they better understand their neurodivergent classmates and can support them.
• Utilizing assistive communication technologies and trained staff
• Implementing flexible policies that recognise, accommodate, and support the needs of neurodivergent children – allowing them to take the time out of the classroom that they need to regulate, using headphones, having safe places etc.

However, these supports are often not enough. For many autistic children, and around 70% or more of children with a Pathological Demand Avoidance (PDA) profile of autism full time school is simply too much even when the school implements the approaches outlined above.

Often what neurodivergent children, particular those with PDA need is 1 on1 or near 1 on 1 support to provide co-regulation.  This is largely impractical for state school systems given the funding models. As a result, a large proportion of children with PDA profiles end up home schooled/unschooled.

Part time attendance

Some jurisdictions such as New Zealand offer the provision of part time attendance in select circumstances.  For example, the Education and Training Act 2020 includes the provision (Section 42 (1)) that:

“In the request of a parent of a student enrolled at a registered school, the parent, the principal, and the Secretary may, if they consider it is in the student’s best interests, agree a plan that reduces the student’s hours of attendance to help meet the student’s well-being needs as identified, in writing, by a medical practitioner or a psychologist.”

This provides an avenue for children who are experiencing “school can’t” to find a way of remaining engaged in the school to an extent but without the pressure to attend full time.

However, the provision in New Zealand requires that the plan be for no more than 6 months with an option for the plan to be, “renewed or extended for 1 further period of 6 months if—

(a) the parent initiates the request for the renewal or extension; and

(b) the parent, the principal, and the Secretary agree that the renewal or extension is in the best interests of the student.”

The extension of the plan does not require input from a medical practitioner or psychologist.

Although helpful, the “Exceptions to attendance because of well-being or transitional plan” provision in the Education and Training Act 2020 in New Zealand is not a transparent process.  There is no easily accessible information on the process for parents or for schools.  A search of exceptions to attendance doesn’t bring up any information about Section 42 of the Act or processes.

If a school and parents are unaware of the legislation, then this is not an option for children who need it.

An Alternative approach to the status quo

A more inclusive approach to education for neurodivergent children would be to recognise “school can’t” as a characteristic of the education system and the diverse needs of children and allow for a more formal integration of home school/unschooling and in school schooling that is designed to meet the needs of the child.

In such a model the parents, principal, and Secretary can agree a blended approach to education that provides for a longer-term arrangement and more flexibility to adapt and fluctuate with the needs of the child.  Recognising that the parents and principal are concerned with the wellbeing of the child and will support their education in any way that works for the child.

Having a more open, accessible, integrated, and flexible approach to education for “school can’t” children would take stress and administrative burden off parents and schools and therefore reduce the pressure and demands on children, allowing them greater autonomy over how, when, and where they learn.

Conclusion

I’m not proposing that a blended model be default, it would still require input from a medical practitioner or psychologist but it would provide a more stable, genuinely inclusive approach to meeting the needs of “school can’t” children.