We all know how important it is to make schools a place where everyone feels welcome and included, and one of the big things we need to get right is PSHE- Personal, Social, Health, and Economic education. PSHE is important for helping kids grow into adults, but sometimes, the way it’s taught can leave some students feeling lost or anxious, especially those with autism. Our most recent lab talk was hosted by Devyn Glass (NIHR ARC KSS) here at the University of Sussex, where she described a project designing an inclusive PSHE curriculum.
PSHE can vary across schools. Some schools have teachers who are specifically there to teach PSHE, while others just grab whoever’s free, which can be awkward. But, no matter how it’s done, it’s clear that teachers need more support in teaching PSHE. And sometimes it feels like students are being talked at instead of being part of the conversation.
This is where the project comes in. They wanted to figure out how to make PSHE work better for autistic students, create a safe space for them to share their thoughts, and come up with some practical tips for teachers. They did this by having workshops across two secondary schools in Brighton & Hove, with six students present. The workshops gave these students the chance to talk about how they experience PSHE and what changes they’d like to see.
The researchers listened and noticed some common themes popping up:
- Teaching content: Do teachers know enough about this?
- Learning Environment: Is the classroom set up in a way that helps everyone learn?
- Content and Activities: Is the stuff they’re learning interesting and engaging?
- Situatedness of Pupils: Are students seen as individuals with unique needs?
During these discussions, students made it clear they wanted a dedicated PSHE teacher- someone who they can share personal, intimate information with that doesn’t teach them other lessons as well to avoid embarrassment. They also wished that teachers would give them a heads-up before tackling any heavy topics so they could mentally prepare themselves. When it comes to the classroom itself, students said they’d prefer ditching seating plans or at least being able to choose who they sit with during group work. They also wished it was normal to use their personal coping mechanisms, like bringing their favorite plushie to class. They wanted a more relaxed environment where they could be themselves and use sensory toys if they needed them.
Speaking of feeling uncomfortable, some students felt pressured to share personal stuff when they were put on the spot in front of everyone. They felt that some teachers made assumptions about certain topics without truly understanding how serious each topic was because, to them, everything equally seemed important. Moving on to the actual content and activities, students said that PSHE often felt too surface level. They wanted teachers to go deeper and give them more details. They also worried about the trustworthiness of the links they were given for further research, and they wanted easier access to reliable information, either in class or through discreet leaflets they could take home. When it came to topics like relationships and friendships, some students felt left out because the examples didn’t reflect their own experiences. They felt there was too much focus on hetero-normative relationships, which didn’t represent everyone. They wanted to see more discussions about neurodiversity across different age groups and better support when transitioning between school years. Based on all of this feedback, the project team created posters with recommendations for teachers. These posters are a great way to help teachers understand what students need and how to create these more inclusive PSHE experiences.
So, the bottom line is designing a PSHE curriculum that works for autistic students take careful planning, effort, and a genuine collaboration between students and teachers. Schools have a responsibility to make sure their curriculum doesn’t just tick academic boxes, but also prepares students for the real world- a world full of social and emotional challenges. For autistic students, this means creating an environment that truly values inclusivity. By using structured learning, personalized support, and visual aids, teachers can help their autistic students reach their full potential and navigate the sometimes- tricky world of social interactions with confidence and understanding.
If you would like to read more about this project, you can download the research report here.