Breaking activity barriers for autistic children
Engaging staff, students, and parents can make physical activity more accessible for autistic children, allowing them to gain the health and social benefits of an active lifestyle.
Key Findings
- Autistic children face significant barriers to being active both in and out of school. Obstacles range from feelings of not belonging to inadequate public policy support.
- School-level barriers include rigid performance expectations and competitive atmospheres, as well as bullying, difficulties with transitions, and overstimulating environments.
- Teachers can help address school barriers by working with students and key figures in their lives, engaging in professional development and promoting an inclusive and supportive PE environment.
Source*
Okkenhaug, I., Jensen, M. R., & Solhaug, S. (2024). Barriers and Facilitators for Physical Activity Among Children and Youth With Autism—A Scoping Review. Journal of Physical Activity and Health, 1–15. https://doi.org/10.1123/jpah.2024-0075
*All evidence briefs are informed by one or more peer reviewed research studies. All study publications used to inform this article are listed at the bottom of this brief with links.
What's this about?
PE and sport can provide valuable opportunities to develop social skills, fostering social learning, student interaction, and friendship.
Autistic children face many obstacles to physical activity, both in and out of school, depriving them from reaping the substantial benefits of an active lifestyle.
While previous research has identified some factors influencing physical activity among autistic youth, this comprehensive analysis of 54 global studies reveals a wide spectrum of obstacles across multiple levels of influence.
The study uncovers barriers ranging from individual feelings of not belonging to policy-level factors such as insufficient funding for physical activity programmes.
At the school level, challenges include rigid performance expectations and competitive environments in PE and organised sports, as well as exclusion and bullying. Unpredictability, transitions (e.g., moving between tasks or settings), and difficulties in interpreting nonverbal cues pose additional hurdles for some. Excessive noise, lighting, and temperature can also deter participation.
Addressing the range of potential barriers starts with understanding them. Researchers stress the importance of allocating time for staff to understand the diverse interests, strengths, and needs of autistic children. They also recommend enhanced professional development to deepen knowledge of autism and develop techniques in adapting PE and other physical activities to be inclusive for all.
The potential gains are substantial. Teachers trained in adapted PE can foster increased levels of both school-time and weekend activity, and support the development of social skills that in turn encourage children to participate more. Accessible PE not only increases physical activity, but also facilitates social learning, student interaction, and friendship.
The researchers from the Norwegian University of Science and Technology highlight the value of involving all stakeholders in addressing barriers and developing well-informed plans. Effective solutions require support and knowledge across the entire school, including teachers, coaches, friends, and other students.
Additionally, certain groups, including nonverbal individuals, remain underrepresented in this area of research, and may require different forms of support.
Research Toolkit
How can you create an accessible environment for your autistic students?
KEY IMPLICATIONS
- TAKE TIME TO LISTEN
- Allocate time to understand each student individually, exploring how you can work together to create opportunities for activity and overcome the challenges they face.
- INFORMED WORKFORCE
- Advocate for professional development to enhance staff understanding of autism and equip teachers with techniques to make PE and physical activities accessible for all students.
- SCHOOL-WIDE EDUCATION
- Foster a supportive environment by educating the entire school community — students, parents, and other stakeholders — about autism and neurodiversity. Creating an atmosphere where students feel understood could encourage participation, increase physical activity and foster friendship.
- CREATING NON-COMPETITIVE ENVIRONMENTS
- Create and promote opportunities for physical activity that prioritise participation and enjoyment over winning.
- BE PREDICTABLE
- Establishing predictable sessions, with clear routines and expectations could encourage participation among some and foster feelings of safety. Communicating changes in advance might similarly minimise distress.
WHAT ELSE
- SENSORY-FRIENDLY SPACES
- Be mindful that calmer, quieter spaces with comfortable temperatures could boost participation for some. Favourable weather and bug-free environments might also help.
- POSITIVE LANGUAGE
- Use neutral or positive terms like "traits" or "characteristics" instead of "disorder" or "symptoms" when discussing autism. Avoid deficit-focused language (e.g., “lack”) to prevent stigma and promote understanding.
- RECOGNISE SPECTRUM DIVERSITY
- Recognise that autism experiences and barriers to activity can vary widely between students. What applies to one person may not apply to another.
- FAMILY ENGAGEMENT
- Engage parents about promoting active lifestyles, acknowledging varied family resources. This can raise awareness and potentially increase children's physical activity beyond school hours.
Related Topics
- Autism spectrum condition (ASC)
- Adapted PE
- Primary school
- Secondary school
- Professional development
- Physical education
- Organised sport
- Inclusion
- Neurodiversity
- Accessibility
Research Sources
1. Okkenhaug et al., 2024.
Note. We use identity-first language (i.e., autistic children) throughout this article over person-first language (i.e., child with autism) in recognition of stated preferences of autistic people.a,b
a 'How to talk and write about autism', National Autistic Society
b Taboas et al., 2023
