Author: Melissa Leggett - Postgraduate in Autism Submission

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Practice & Driver

Practice (Education) Rationale:

Inadequate staff training in autism (Vincent & Ralston, 2020), policies that are open to interpretation on their implementation, insufficient funding and an inflexible mainstream curriculum have created a perfect storm for a ‘postcode lottery’ (sen-help.org, nd; Mencap, 2022) of support available thus producing an autism employment gap. Implementing a nationwide programme supporting neurodivergent pupils into employment could reduce the gap alongside suicide and SEMH related cases (All Party Parliamentary Group on Autism, 2019) due to an increase in self-worth within the autistic population contributing to society and seeing value for their contributions.

Driver (programme to support transitioning pupils into employment) Rationale:

With only 22% of autistic adults in employment (National Autistic Society, 2021) and the majority wanting to be in employment there are societal barriers to the autistic population obtaining employment. Most research literature explaining autism follows the Medical Model of Disability (MMoD) perspective focusing on the deficits being within the person (Laing, 1971). It is no surprise that with a societal stigmatism around a communication difference (Rosqvist, Chown & Stenning, 2020), their application success resting “on their ability to communicate the many unwritten rules of C.V.s, cover letters and interviews” (Ward-Sinclair, 2021); the autistic population find it difficult to secure employment. Without addressing this driver and removing societal barriers, preventable annual outlay of benefits are distributed to the unemployed autistic population capable of work.

Gold Standards & Rationale

1. Both education and employment do everything they can to identify autistic students (self-identification being a valid form of identity)

a. Implementation of a screening tool for schools to use which are valid with accessing support in and out of education (e.g., healthcare, social care etc.)

With earlier identification pupils could receive targeted support sooner (Autism Act, 2009; Husaini, nd). This proactive measure (Autism Act, 2009) could prevent learning gaps between SEND pupils and their peers promptly (Mencap, 2022). Preventative support could be implemented as part of High-quality teaching (Education Endowment Foundation, 2024; HM Government, 2023). It could be argued a pupil has to fail for a sustained period before intervention is provided (PA Media, 2024) – in 2019, 71% reported living without the support they require (All Party Parliamentary Group on Autism). Addressing this standard could have a positive impact on SEMH referrals that take place and reduce burden on the system for this instead. Pupils thrive on success (Ward-Sinclair, 2021b) and so building their confidence can then build resilience (Richardson, 2023).

This standard isn’t met. Schools complete Medical Model of Disability, deficit-based, informed referral forms which then go to medical professionals, leading to increased wait times as multiple professionals must meet (each with their own waiting lists) before a diagnosis is given. The referral carries more weight if the school if “concerns” are mentioned on how they are accessing the curriculum, rather than the identification addressing the positives and negatives that any person will have. Currently self-identification is not officially accepted. In my own experience, as I manage to “cope” then I have been told that I would have to pay privately to receive an official diagnosis. Not being in a financial position to do this, I self-identify however it is not truly accepted.

b. All school staff to have a Sheffield Hallam postgraduate in a minimum of one neurodivergent field (e.g., Autism).

Pupils trying to access specialist settings are often sought after because there is a ‘postcode lottery’ (sen-help.org, nd; Mencap, 2022) of the neurodivergent expertise in these schools. If all teachers were required to have modules built into their PGCE course on autism, this could better equip teachers on how to support their learners (All Party Parliamentary Group on Autism, 2019; Vincent, 2019). Most strategies that are helpful for many autistic learners can benefit all learners (Duffus, nd). Increasing expertise in mainstream settings could reduce the pressure on specialist school placements (Mencap, 2022; Gov.UK 2023) and the number of families unhappy with the support being received by their school.

School SENDCos will have completed additional qualifications but autism is not necessarily a specialism. The CPD that I have experienced has varied in its tone and language and varies depending on the model of disability perspective of the person delivering the training. In my current school, I am the only person taking the qualification and other schools I have been to do not have specialisms at all, therefore this is not being met.

c. An autism champion is appointed within each department/team to promote the benefits of autistic members of the team.

By having a team champion who has received training can help with identification for interested parties and share best practice with others in their team (Anderson, 2022). They can act as a mentor for all in their team on how to work with their peers effectively (All Party Parliamentary Group on Autism, 2019). Neurodivergent people are often having to learn what the predominant neurotype (PNT) mean when they say something different to what they mean (The Spectrum, nd). While the PNT could benefit substantially from learning the perspective of a neurodivergent individual (Autistic Science Person, 2021; Trauma Geek, 2020). By promoting the benefits of a neurodiverse team, stigmatism could reduce, self-identification rates could increase leading to better self-advocacy, enabling employers to get the best out of their employees (Parker, 2023).

Although the NHS autism champions model is in place (Lincolnshire Autism Partnership Board, nd) whereby regular training is attended by the champions and the information is disseminated with the rest of the team they work with; it is not across the trust. Furthermore, the outdated images used within the booklet itself could be considered offensive by some. The concept of autism champions is not consistent in all workplaces, so this standard is not met.

2. ‘AutHistory’ and understanding autism is integrated as a seamless thread of the national curriculum.

a. Education provides pupils with visits from successful neurodivergent people in employment.

All individuals benefit from seeing others who have succeeded, to provide inspiration for their own aspirations (Bandura, 1977). It is important that all identities are represented so that they can set high aspirations for themselves. For this to be impactful, there needs to be more than ‘token’ visits as ‘one off’ gestures. Diversity needs to be embedded within the curriculum (Gatsby, nd; Diverse Educators, nd).

b. Timetabled instruction around the history of neurodiversity and why it should be celebrated.

As unkindness often stems from ignorance (Kara, 2020) addressing the need for part of the curriculum to teach pupils about the history of neurodiversity and why it should be celebrated including showing examples of successful neurodivergent people within society could reduce the stigma around difference and enable more pupils to have an increased sense of belonging within their school community (Disability Equality Education, nd).

Although there is Disability Awareness Week and Autism Awareness Week, the content covered in these are subjective and is being delivered by teachers that, in most cases, have no expertise in autism. It could be argued that it being taught without proper understanding does more harmful than good. Neuro Ambassadors at Southend High School for Boys teaches pupils about neurodivergence and why it should be celebrated as part of the Year 7 & 8 curriculum (Leggett, 2024), however this is not consistent across all school and therefore the standard is not met. 

c. All learners have timetabled instruction around how to support people they are with.

As the use of technology grows (Adil, 2022) in the pupil population (PEW Research Center, 2020) it could mean there is less interaction between peers without the use of a device. By having time set for looking at how to help their peers in different situations they can develop skills on how to better understand and help their peers. Knowing to look at changes in body language and what to do in times of crisis, enables pupils to be better equipped to help a person in their community.

As schools have the choice on how they deliver the PSHE and RSE curriculum (Department for Education, 2021) there are inconsistencies across settings meaning that this standard is not met. If autistic individuals consistently experience negative experiences with their PNT counterparts because they do not know how best to support their peer(s), trauma could be a consequence to this preventable distress.

d. All learners have timetabled instruction on how to communicate via non-verbal means (PECS, Makaton, BSL/ASL, assistive tech (AT)) and this be accepted as a qualification of language.

If there are intersections in society that are using other forms of communication, for it to not be a commonly recognised language, then that entire intersection is unable to communicate within the rest of society. A child who is in distress but perhaps unable to verbally self-advocate is not having their wants, needs and feelings validated or fully acknowledged. Of which this could lead to increase in SEMH referrals/concerns because the person could experience low self-worth from lack of reciprocal communication (Harris & Orth, 2019). By observing all communication being exhibited by an individual, they could potentially be receiving support sooner than waiting for the occasional person to be able to understand their message (Autism Champions, nd). Although the majority in the workplace or classroom might not use that form of communication, knowing one person does and the others not knowing it, means that one person is isolated from the whole group.

Due to the inconsistency of this being available only in niche settings, this standard is not met. Neglecting the opportunity for pupils to learn a form of communication enabling them to communicate with an intersection within society could be argued as discriminatory (Tyrese, nd), further enabling the autism employment gap.

e. All learners (all neurotypes) understand how a person of a different neurotype might be trying to communicate through their non-verbal body language.

People that identify within the PNT need to better understand how a neurodivergent may choose to show their emotions (and of course how this could differ from person to person). While at the same time a neurodivergent person may benefit from worked examples on how a person within the PNT might non-verbally communicate. If we better understand these then it enables us to better interpret the information being conveyed. Unfortunately, this standard is also not met.

3.  Education gives pupils the opportunity to self-advocate their strengths and needs that can be shared with employers.

a. Pupils understand the usefulness of using platforms that can help a pupil have an employer find them rather than always the other way round (e.g., LinkedIn).

By equipping learners with tools that allow them to demonstrate their abilities without the minefield of the interview process (Raj, 2024) which follows ‘conforming to the stereotype’ could enable learners to access employment.

Although pupils are taught about the importance of online safety as part of the ICT/Computer Science curriculum, the level of depth can vary among schools and the level of specialism within the department (personal experience). However, pupils may receive taught instruction on how every post they make is forming part of a digital footprint and the potential issues with social media platforms, yet this is subjective to the department leader’s perspective therefore, this standard is not met.

b. Education collaborates with the pupil to create a bespoke ‘Sharing Information Profile’ (SIP) to share with employment.

If all pupils do this, then it desensitises the ‘stigma’ around disclosure of things a person finds difficult (Camh, nd). By giving employment more strategies on how to help get the most out of the pupil in their workplace, it could empower employers with the tools on how they could support their prospective employees. However, a poorly written SIP could mean more employers use this as a tool to say ‘no’ to the pupil because they feel they cannot meet their need.

It is commonplace for those on the SEND register to have a Pupil Information Sheet, which include what the person finds difficult and strategies on how to support them (Working Together Team, 2024). However, this doesn’t happen in employment. In my own experience, as much as educators try to prepare their pupils for when school finishes, there is no support to continue with the person into adult life and employment. Yet it could be argued that this is when the biggest problems occur. That individual may have had support for many years and were thriving but due to their school journey finishing they no longer have access. Not all people are ready at the same time for support to be reduced and some people thrive because the right support is in place. Having a SIP can act as a document supporting the transition to employment.

4. Education provides neurodivergent learners with a customised curriculum to enable pupils to participate in work placements focusing on different vocations, including their specialist interests.

a. Neurodivergent learners participate in work placements that focus on different vocations to provide variety of opportunities for what is available to them.

Completing work experience once in Year 10 doesn’t allow for a pupil who struggles with a change to routine to get the most out of the experience. By having it as part of the weekly school routine, the pupil can show their true abilities when in a more comfortable state (Autism Specialty Group, 2021).

b. Neurodivergent learners participate in work placements based on their specialist interests.

Currently education is guided by meeting OfSted requirements (Gov.UK, nda) acting as a barrier to the school behaving in the best interests of the child. Compliance to the curriculum being potentially detrimental to the well-being of the individual post-16. A significant factor in securing employment is being able to demonstrate interpersonal skills, then more of the curriculum needs to be given to the development of these skills.

Pupils are given choice over their curriculum at the end of Key Stage 3 (Gov.UK, ndb) meaning there is flexibility over what can be studied. Teachers have flexibility over what will be covered during some of the timetabled subjects on the curriculum. If there is already some flexibility, it seems logical to have more subjects that focus on independent living and employability skills.

If we understand that some pupils have very specialised interests and school engagement hinges on this, pupils should have the opportunity to develop experience in this field to help develop their CV, cover letter & UCAS applications with experience that they want to explore further as a career. Mastery of a skill is accomplished from spending 10, 000 hours working on something (Gladwell, 2008). If pupils can be accumulating these hours in school, they are working towards employment earlier. During their placements pupils could build relationships with employers earlier so that intelligence can be shown not just by an exam qualification which do not suit all learners (Philipps, nd) but through shown experience and a portfolio of work produced.

Some schools do not provide work experience and it is down to the pupil to organise it for themselves. Due to the significant planning involved in arranging these placements, those that struggle with executive function (Ozonoff, Pennington & Rogers, 1991) may be disadvantaged from being able to access the experience if limited/no support is provided to them. The Gatsby benchmarks (Gatsby, nd) require pupils to have access to work experience however settings will differ on how this is approached and to what extent. Some businesses offer work experience, but many do not, so standards 4a & 4b are not met again due to the inconsistencies experienced within the population.

c. Neurodivergent learners have a fast-track pathway to a (degree) apprenticeship.

By completing an apprenticeship, learners are still developing their new skills while building relationships and rapports with real businesses (Hindhaugh, nd) that act as references in the future if the learner wanted to move on. If an apprenticeship is on a specialist interest, then learners are accessing fulfilling work while the employers are receiving cheaper labour and seeing the benefits of the work being produced to eventually a high standard (Brown, 2023). This method allows trust to form between both entities so that by the time the apprenticeship has finished, the learner has both experience and a qualification, while the employer is able to witness the benefits of neurodiversity in the workplace, hopefully encouraging change to their recruitment and retention processes.

Although F2E provide supported internships for a small number of people. It is heavily oversubscribed and is only available in Kent rather than to the entire autistic population.

d.  Neurodivergent learners have opportunities to have bespoke curriculum in any school setting to allow the learner to prepare for what employment, independent living, and socialising means for them.

If there is already some flexibility within the curriculum for pupils to choose what they want to learn more about, why can it not be on more subjects that focus on independent living and socialising skills?

In the USA there used to be ‘Home Ec’ classes (Danovich, 2018) and this would focus on independent living skills – cooking, cleaning, textiles, paying bills etc. (Brentyn, 2023). In the UK the PSHE and Relationships and Sex Education (RSE) curriculum will look at some life skills (Department for Education, 2021) but not enough time is allocated to the timetable to truly support neurodivergent learners in these skills if some learners benefit from repetition of tasks and it being part of their routine (Autism Specialty Group, 2021). Several pupils I have worked with have struggled with the executive function skills required for folding laundry, organising a grocery shopping visit, cooking a healthy meal or general cleaning. By having this as a regular part of the timetable from an early school age pupils can learn these with lots of opportunity for practise before they are required to do it independently.

Specialist settings have more flexibility around the curriculum compared to mainstream (Department for Education, 2015). Sadly, families must make a choice for their child between academia and life skills due to the difference in challenge not necessarily apparent to the same degree as a grammar or comprehensive. However, in my own experience, pupils can be extremely able but struggle significantly with executive function and independent living skills.

5.  Education liaises with employment via autism specific ‘Job Coaches’.

a. Employers have a legal obligation to implement the required recommendations set by the Job Coach

It might be that a pupil has received 1:1 support throughout their school journey. To then go into the workplace and find that there is no support available is a massive barrier to success. By having a person whose role is to bridge the gap in the support is pivotal.  Forward 2 Employment’s (F2E) (Forward 2 Employment, 2024) job coaches might help with ensuring the individual gets to work on time/navigates transport correctly or to provide a workspace if the business is nearby so that the skills being learnt in the workplace can be practised during quieter periods of the day with their coach.

Although a definition for autism is not fully accepted for universality, uniqueness, and specificity, it can be agreed that it relates to a communication difference that can differ from the predominant neurotype (Leatherland, 2018). Therefore, if a concern for employers is that neurodivergent individuals may not pick up on social cues or that employers do not feel equipped to fully support differing neurotypes then it is logical to have someone that help share that knowledge while helping the individual with completing their job.

This standard is not met as once out of a person has finished their education, support stops from education, along with there being no legal obligation for education to liaise with employment and a Job Coach. F2E do have job coaches and liaise with them but there is no legal obligation for it to happen.

6. ‘Job Coaches’ know the needs of the individual while knowing the needs of the business.

a.      Job Coach has a Postgraduate in Autism from Sheffield Hallam

To best support the people they work with, they require a deep understanding about autism, consistent with schools’ knowledge and autism employment champions. By doing so, a shared consistent message is shared, and strategies all follow the same goal.

b.      For each autistic person under their supervision, they complete:

i.      A communication identifying their preferred forms of communication.

ii.     A sensory profile

iii.    A sensory audit of the workplace

By completing each of these documents for each person they work with and these being a statutory requirement for businesses to act upon the information in these documents, it would enable more of the autistic population to access and thrive in the workplace, rather than just ‘get by’. Each of these documents would give the employer information on how best to support their employee and how they can get the best from the employee with the tasks they complete. Changes made to the environment can help a person thrive (Beardon, 2017).

c.   Job Coaches are line managed by autism postgraduate staff.

For the same reasons discussed for standard 5, this criterion is not met.

7. Demonstration of intelligence is accepted via several forms: knowledge transfer, experience, tests, portfolio, references, verbal articulation, transferable skills, memory.

Although examinations allow for a standardised performance measure for employers to use to compare prospective applicants (Brentyn, 2022), it is an unfair test (Macfarlane, 2016). It might be equal as all learners take the same test, but it is not fair if this is the only way to show their intelligence. Some learners are incredibly able but cannot engage with a written test or with numbers (Philipps, nd). Neurodivergent learners may struggle to process information presented in a test (Philipps, nd), whether this be engagement, memory processing, or being able to generalise from a specialist interest to a more abstract concept. Yet if given a task that enables them to choose how they demonstrate their understanding of a topic they could easily engage with it in a different form and show a greater level of mastery than their peers (Lands, 2013).

Although alternatives to GCSEs/A Levels are available, these may be more focused on coursework instead, requiring a person to be able to engage with significant amounts of writing/typing on unrelatable topics. Likewise, there is some stigma around the “quality” of a qualification if it isn’t GCSE/A Level and questions asked as to why they were not opted for. T Levels have been introduced but these are not used everywhere. Pupils I have worked with are able to show exceptional ability but cannot engage with a test environment, whether this be the actual test itself or the different environment and the anxiety this inevitably brings. Often the result is not the same as what is observed when in their natural classroom environment (Macfarlane, 2016). Thus, this standard isn’t met.

8.      Employment takes a strength-based approach to employment.

a.      Jobs are designed around the person and their strengths (Job Carving) rather than the person around the job (Job Description).

If self-esteem is based on our ability to do things well (Hewitt, 2005) then employment taking a strength-based approach when viewing an applicant for the things they can do rather than what they cannot enables society to be a more affirming place to be. It means that there is more diversity in the team skillset because the mindset is not just on what must be demonstrated – a more holistic approach is used, and creativity can be developed that potentially wouldn’t have been able to flourish otherwise.

Job descriptions enable discrimination against individuals that do not demonstrate their skillset in the same way as everyone else, which comes back to the ‘fair, not equal’ argument (Empowering Education, 2020). It also means that there can be more job variation which can be used as a non-financial motivator (BBC Bitesize, nd; Al-Nashmi, Murad & Almoayad, 2015), while others that want repetitiveness and predictability then have the option for this because others are benefitting from the variation in roles.

This standard is not met. It could be argued that screening tests, CVs, cover letters and UCAS applications act as a barrier for this being able to happen. Only those that can engage with these requirements are able to proceed further. Only those that can engage with the social requirements/etiquette of the interview can proceed and by that point very few reasonable adjustments may be required for the workplace. On the other hand, some businesses have started recruiting only neurodivergent employees (Auticon, nd) which helps with the autism employment gap but is then discriminatory to the PNT.

What Needs to Change & The Impact

All changes discussed below have an action plan showing how this could be achieved can be found in Appendix A.

1. A section added to the RSE (Department for Education, 2019) curriculum stating that pupils should know: what neurodivergence is, the importance of a neurodiverse society and Successful neurodivergent people in society.

All schools must comply with the RSE (Department for Education, 2019) as it is statutory guidance (Gov.UK, 2014; Parliament, 2021) meaning every pupil will receive this as part of their education within of the 32, 163 schools in the UK (British Educational Suppliers Association, 2021).

2. Section added to the History curriculum covering the treatment of autistic people in society and why it was not acceptable.

More people in society have an awareness of the atrocities that autistic people experienced to help ensure history is not repeated. Pupils can ask questions in a safe space about how all human beings should be treated.

3. Statutory guidance enforcing at least one form of non-verbal communication qualification to be provided in all school settings.

Approximately 25% - 35% of autistic children are minimally verbal (Rose, Trembath, Keen & Paynter, 2006). By all pupils learning one of these, those 25%-35% of children now have more people they can interact with and improve their own well-being as they are not as isolated. Currently those that they interact with is likely to be just specialists or close family members.

4. Statutory guidance enforced for the recruitment of Job Coaches (each with a Sheffield Hallam postgraduate in autism) employed by the Local Education Authority (LEA) to work alongside school SENDCo supporting pupils accessing the workplace.

Pupils that have required support all through their school career would continue to receive support so that they can access the workplace thus reducing the autism employment gap as more of the autistic population could access employment. This could reduce impact on the state as fewer benefits are being given as approximately £4, 619, 426, 000 is currently being paid out in job seekers allowance (JSA) and Universal credit. (Calculations, see appendix B)

5. Statutory guidance enforced for the recruitment of Placement Negotiators within all schools to secure work placements for all pupils in their specialist interest areas for the day each week they will be out of school, each with a postgraduate in autism.

By having a person within the school that can help on tasks surrounding executive function (Ozonoff, Pennington & Rogers, 1991) for organising the placement, along with finding a placement that is on their preferred/specialist interest, there is a motivator to engage with the new routine. Placement negotiators can find engaging placements, inspiring more autistic people about potential vocations and act as the catalyst for employment to witness the importance of neurodiversity in the workforce.

6. Statutory guidance enforced for the school-working week to consist of 4 days taught time in school with 1 day in a work placement in their chosen area overseen by their job coach.

Many autistic people prefer routines due to disliking the unpredictability within the environment (National Autistic Society, 2020). When their educational journey finishes, their entire routine changes and must find their way with a new one which can lead to problems seen in the autism employment gap (National Autistic Society, 2021). By instilling the routine of a workplace earlier in life, some of the change is reduced, while additional support that comes with EHCPs (funding, LSA support etc.) can help more of the autistic population access the workplace. Moreover, employment will have more experience from a variety of people entering their workplace that as time goes on their understanding and acceptance of the benefits of a neurodiverse workforce are seen and their inclusive practices develop.

7. Statutory guidance giving mainstream schools authority, like specialist school settings, to adapt the curriculum to the needs of all their pupils.

This would reduce the urgency and fighting involved for families to get their child into a specialist school and class sizes for those that it is truly the best setting for them can have reduced class sizes. In mainstream settings, more staff would have a deeper understanding around neurodivergence and can make positive changes to meet the needs of the children they oversee.

8. Development of a screening tool for identification, which can be used in the same way as Department for Work and Pensions (DWP) settings, but to be used in schools.

Earlier identification allowing earlier support for pupils because all staff would have a postgraduate in autism enabling them to exercise professional judgement.

9. Statutory guidance enforcing all businesses to liaise with Job Coaches and Placement Negotiators that work with pupils attending their business and statutory guidance enforcing businesses to implement all recommendations given by Job Coaches.

Adjustments are appropriate for the needs of the individual pupils/employees. Autistic employees will not have to fight to get the adaptations they require as the Job Coach has the authority to negotiate and have enforced the requirements stated.

Overarching Impact

Implementing these changes could lead to a reduction in autism related stigma and unemployment combined with affirming language could significantly reduce the amount of SEMH referrals, ongoing treatment, and suicides within the neurodivergent population. An increase in self-worth, resilience and confidence could significantly improve from the autistic person(s) seeing success, rather than seeing constant failure due to the education system failing them.

Earlier identification can allow earlier support for pupils as schools can access funding to better support pupils sooner. With schools given the authority to make these professional judgements, it could lead to a reduction in the workload for the NHS receiving referrals, which in turn has a positive impact on the lives of others using healthcare.

Conclusion

Despite society coming along way since the days of parents of autistic children being told by medical professionals to forget they had a child as the child then spent their lives in an institution (Kapp, 2020), society still has a long way to go before the autistic population no longer face indirect discrimination and can fully access the workplace.  

With significant changes as discussed within this paper, major positive impacts are possible for mental health and reducing the employment gap.

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Appendix A - Suggested Action Plan

Appendix B – Calculations