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Children and young people with an ASD can have difficulty with communication,
social relationships and friendships, and imaginative play. Many like structure
and routine because it helps them to cope in an unpredictable world, and for this
reason pupils may prefer lessons to free – unstructured – time. “Jeff would
There are several other reasons why free time may prove difficult. become very
Occasions like lunchtime and break times can be daunting. If you have problems anxious at
understanding other people’s behaviour, find unpredictability stressful, and are lunchtime at the
very sensitive to sound, lights or smells, what could be worse than a dining room prospect of going
full of children, noise, smells and lots of movement? into the noisy,
Children form friendships and groups during free time. This is a problem bustling dining hall.
for a child with an ASD who may have difficulty developing social skills and He didn’t like to be
understanding jokes and idioms. They may feel intimidated as they cannot read watched while he
other pupils’ body language and find ‘social rules’ difficult to learn. was eating. Even
These difficulties can lead to isolation and bullying, perhaps also anger and
at home he would
aggression. Most bullying incidents will happen at break times and lunchtime
eat in his bedroom
and are not reported to a teacher. Parents may also be unaware of the problem if visitors came.”
Cumine, 2010
because children with an ASD often cannot, or will not, talk about the way they
are feeling, even at home.
For example, you might hold an assembly about and get a break from the demands of
diabetes or epilepsy, followed by a bit about ASDs the day. The lack of structure and social
so that pupils learn about several things, without nature of recess also makes it the prime
drawing attention to one condition in particular.
time for social conflicts and possible
A zero tolerance bullying policy behavioural problems.” Baker, 2003
“Bullying may go unreported or may not Good supervision during unstructured time is
be properly dealt with. Isolation and essential – it is a chance to monitor behaviour, too,
loneliness leading to underachievement and which is important for pupils with an ASD who
even mental health problems is a risk if may not be able to express their own feelings. Share
this is not acknowledged and supported.” observations with other staff so that the necessary
Gething, 2001 action can be taken.
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Someone to talk to
“The structure needed by children with
It can really help some pupils with an ASD to have
Asperger’s syndrome...refers to order, not
someone to talk to. This may be a ‘lunchtime buddy’
control.” Sainsbury, 2000
– a peer who spends lunchtime with a pupil with an
ASD, perhaps regularly, perhaps just now and again. Social skills and self-esteem classes
The buddy system can also be used during break time “Since social skills are an important
or may help if a pupil travels to school by bus. ingredient in life success, we need to make
It is also important that there is an adult available to sure that children with ASD acquire these
talk to if there is a need. However, pupils should not skills or learn social rules to compensate for
become dependent on one person; if that person is what does not come naturally and, as a
absent, they could become more stressed. result, lead successful lives.” Baker, 2003
Lunchtime clubs Social skills or self-esteem classes can help to boost
Lunchtime clubs are a good idea, especially if the pupils’ confidence. Classes may not last for long –
activity is a particular interest of a pupil with an perhaps one hour a week for six to eight weeks – but
ASD. Make sure that the pupil is actively involved can really help pupils to increase their understanding
and doesn’t remain alone or isolated. of social situations, interpret social signals and
Music and drama clubs can be especially beneficial. practise skills such as turn-taking and listening.
Drama develops pupils’ understanding of body Social skills resources are available from The
language and facial expressions. If they do not want National Autistic Society and other organisations
to be involved with acting there are other ways to such as OASSIS (see ‘Useful contacts’).
help, like costumes, make-up, lights or set design.
Classes need to be tailored for the pupils who are
“The opportunity to watch people use attending, but here are some activities you might try.
their bodies, faces and voices to express
Collect pictures from newspapers and magazines
emotions is just too great for our kids to of people showing emotions, such as anger, fear,
miss.” Holliday Willey, 2003 surprise and excitement, and discuss. This is an
However, be aware that some activities, such as inexpensive activity.
drawing, may help pupils unwind when they’re not
Have conversation time. A core set of conversation
at school. If you encourage this activity during free
skills typically needs to be taught before
time at school, it may feel like an invasion of their
conversation time can run smoothly. These are:
personal time or space.
> maintaining a conversation
Be cautious of certain lunchtime activities, for
> starting a conversation
example litter picking, which can be seen as a
> shifting topics
punishment. Pupils with an ASD need structure,
> talking briefly
but it is important to understand the difference
> editing sensitive topics
between structured and directed activity.
> showing understanding for others’ feelings.
(Baker, 2003)
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Understanding difficulties at break time and lunchtime
You could also use the card system. Bullet points Sainsbury, C. (2000). Martian in the playground:
on a card or in a homework diary give pupils a understanding the schoolchild with Asperger’s
procedure to follow, including where to go if they syndrome. Bristol: Lucky Duck Publishing. Available
feel anxious or upset. from: www.autism.org.uk/amazonshop
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Recommended reading Useful contacts
Many of the books on this list are available Education Rights Service
to buy from our website. We receive 5% of Information, support and advice on the educational
the sale price from all the books we sell through rights and entitlements of children with an ASD
www.autism.org.uk/amazonshop Tel: 0808 800 4102
Gray, C. (2001). My social stories book. London: Website: www.autism.org.uk/educationrights
Jessica Kingsley Publishers. Available from:
www.autism.org.uk/amazonshop Kidscape
2 Grosvenor Gardens
Knott, F. and Dunlop, A-W. (2007). Developing
London SW1W 0DH
social interaction and understanding: a resource for
Helpline: 08451 205 204
working with children and young people with autistic
Website: www.kidscape.org.uk
spectrum disorders. London: The National Autistic
Society. Available from: www.autism.org.uk/pubs
OAASIS
Stobart, A. (2009). Bullying and autism spectrum The Croft
disorders: a guide for school staff. London: Vicars Hill
The National Autistic Society. Available from: Boldre
www.autism.org.uk/pubs Lymington
Wing, L. (2003). The autistic spectrum: a guide Hants SO41 5QB
for parents and professionals. 2nd edition. Helpline: 0800 197 3907
London: Robinson Publishing. Available from: Website: www.oaasis.co.uk
www.autism.org.uk/amazonshop
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Free time at school, such as break time and lunchtime, may be difficult for
pupils with an autism spectrum disorder (ASD). However, there are some
practical ways in which school staff - and other pupils - can help.
The National Autistic Society is a company limited by guarantee registered in England (No. 1205298) and a charity registered
in England and Wales (269425) and in Scotland (SC039427), registered office: 393 City Road, London EC1V 1NG