Supporting neurodivergent members

It's important to spot any signs that neurodivergent members may be facing barriers.

• Appearance: a member seeming disengaged, confused or upset.
• Behaviour: they appear distracted, fidgety, impatient, frustrated, or change their normal behaviour.
• Communication: they take longer to process information, misunderstand what is being said, or communicate in a way that seems blunt, unclear or repetitive.

If you spot signs that a member could be facing barriers, you may want to initiate a conversation. Here are some things you could say:

• Ask open questions like 'How are you finding guiding?' The member may want to know why you are asking the question and share information with you about barriers and adjustments.
• Use specific examples of things you have noticed. For example, 'I noticed you weren’t engaging with (the particular activity) today', or 'You appeared frustrated during (a particular point) today.'
• Ask the question: 'Can I make any changes?'
• Listen to the member – they may know what adjustments or changes could work for them, or they may not. Talk to them about what could remove the barriers and make sure you act on your conversation.
• If the member is a Brownie or Rainbow, you might consider having the conversation with a parent or carer too.
• Check in over the following weeks and ask – 'Did the changes help?' and 'What would work better next time?'

There's no one-size-fits-all approach to adjustments for neurodivergent members. Remember, an adjustment should remove the barrier the individual neurodivergent member is facing.

There are proactive and reactive adjustments that can remove barriers for neurodivergent members. Proactive adjustments are made in advance to ensure guiding is accessible. Reactive adjustments are made to remove barriers for individuals as things progress or change.

Prooactive adjustments (planned beforehand)

• Create a calm environment with appropriate lighting, noise levels and a quiet space.
• Use clear, plain language, speak in short sentences, and avoid jargon. Learn more about inclusive language and communication.
• Offer inclusive printed materials that have accessible font and printing sizes. You can get help with the costs for inclusive materials and resources. This may be available in your country and region, or with our accessible guiding grant.
• Use printable visual timetables (PDF 2.7MB) and share these resources with parents and carers. 

Reactive adjustments (made in the moment)

• Explain any rules or changes to plans. Some members may value routines and predictability. When changes to plans are required, consider when and how the individual will respond best to being told about changes.
• Change the activity or the way you do something. Try to provide choice, transparency and flexibility with any neurodivergent member being clear about what is possible and why.
• Provide sensory tools like ear defenders or fidget toys.
• Changing the physical or sensory environment. Remember barriers can relate to any of the senses and sometimes a change to the environment will be necessary.
• Neurodivergent volunteers might work in different ways to other volunteers - focus on good teamwork and the outcomes rather than the way that something is done.

Adjustments may be needed for trips and activities that are away from the unit. For example, providing pictures of the venue that you are visiting in advance, ensuring quiet spaces are available or appointing a buddy for the activity. Discuss plans and adjustments in advance of trips and activities.

Autistic people can have difficulties with social interaction and communication skills, so forming relationships can be tricky, and sometimes takes a little longer. This can lead to feelings of isolation and loneliness, even when there are lots of people around.

Some autistic people may not speak or have limited use of speech, especially if they are feeling anxious or overloaded by their sensory experience. They can find understanding and using both verbal communication (speech) and non-verbal communication (body language, gestures, facial expression and tone of voice) difficult.

For instance, some autistic people prefer not to make eye contact, in order to focus on listening and understanding what is being said to them. Unfortunately, this can sometimes be misunderstood as not listening.

Many autistic people have a literal understanding of language, and think people always mean exactly what they say. For example, if a volunteer says “wait a minute”, an autistic young person might wait for precisely 1 minute, and then if they go over that time, think that the volunteer is not keeping to their word; this can be stressful for an autistic person.

Autistic people often have difficulty 'reading' other people – that is, recognising or understanding other people’s feelings and intentions, and have difficulty expressing their own emotions. This can make it very hard for an autistic person to navigate the social world. For instance, they may:

• Appear to be insensitive, for example not looking like they care when someone else is upset.
• Seek out time alone, away from other people.
• Prefer to comfort themselves.
• Appear to behave differently or in a way that others consider unusual or not appropriate for the situation.
• Find it hard to form friendships.
• Seem to only talk about their own likes and interests.

Autistic people’s responses and behaviour can sometimes be interpreted differently depending on others’ social experience and knowledge. Taking the time to get to know each member as an individual can help you learn more about the way they perceive and experience the world. 

What you can do

• Develop a communication passport together. 
• Give extra time for processing when interacting with each other – 6 seconds or more for turn taking can help.
• Many autistic people describe themselves as visual thinkers and often benefit from using visual communication strategies, such as drawing, writing and using pictures.
• Visual sequences and schedules can help a lot to explain activities and instructions. Try to use photographs or symbols where you can.
• Support and encourage members to make friends. Talk about how to approach members and together consider ways of starting a conversation with other people in the unit. Afterwards, take some time together to reflect on what worked well and what they might like to try next time. Celebrate the successes each time.
• Together, identify a member who seems kind and interesting to the autistic member to be their “buddy”. This will be a member committed to showing them the way things work when needed and who encourages them to join in an activity.
• Do your best to say what you mean, and use clear, consistent language.
• An autistic member may not realise that what they are doing appears to be unusual to some people. Sometimes they can be judged as rude, when most of the time that isn’t their intention. Understanding, supportive adults can help develop good self-esteem. Discussion with parents/carers about how they support their young person in such instances could facilitate a positive, consistent approach.
• A positive, empathic approach will also enable you to encourage an autistic young person in tricky situations and develop trusting relationships.

Find out more about supporting autistic people with social interaction. 

The world can seem like a very unpredictable and confusing place to autistic people, who often prefer to have a routine so that they know what is going to happen every day. They may want to always travel the same way to and from school or unit meetings, or eat exactly the same food for breakfast.

The use of rules can also be important. It can be difficult for an autistic person to take a different approach to something once they have been taught the 'right' way to do it. People on the autism spectrum might not be comfortable with the idea of change, for example moving from one activity to another, or from one section to another. They may be able to cope better if they can prepare for changes in advance.

What you can do:

• Your unit meetings may already have a set structure. Try to make sure you follow the same format, as far as possible. Visual timetables can help you give autistic members a visual plan of unit meetings. Get in touch with us on [email protected] for more information.
• If there’s a change to the programme, venue or volunteers, try to give the member as much notice as possible.
• If your unit is going somewhere new (for example, on a trip) help the member to prepare in advance. Work with parents/carers and the young person themselves, to decide how to do this. For example, looking at photos of where you are going, visit with a parent/carer before the trip. Consider the extra support that might be needed for the trip, to help the member to manage the changes.
• If you’re planning an overnight trip, it’s especially important to work with parents/carers and the young person themselves to decide how to best support when needed. It might help to give them clear information about the timetable for the trip and the routine for each day. Check what food the young person enjoys, as many autistic people like to eat the same food each day.
• Find out if the member has bedtime routines that they need to follow, and if there are any familiar objects they’d like to bring from home to help them feel comfortable and secure.

Learn more about preparing for change. 

Sensory differences

Many autistic people experience differences in how they process sensory information. Any or all of the senses such as hearing, vision, touch, taste, smell, and balance, and body awareness can be over- or under-sensitive (or even both) at different times. For some autistic people, background sounds or busy environments may feel overwhelming or even physically painful, while other autistic people may seek out certain sensory experiences (the feel of favourite fabric or the satisfaction of squeezing a squishy object) because they feel enjoyable or calming.

Sensory differences can influence how someone communicates and responds to situations, and they can have a profound impact on day-to-day life.

Repetitive behaviours

Many autistic people use repetitive movements o actions – often called ‘stimming’ or self-stimulating behaviour – such as arm or hand-flapping, finger-flicking, rocking, jumping, spinning or twirling, head-banging and complex body movements. You may also see the repetitive use of an object, such as flicking a rubber band or twirling a piece of string, or repetitive activities involving the senses (such as repeatedly feeling a particular texture).

Repetitive behaviours may help someone:

• Gain sensory input – e.g. rocking may be a way to stimulate the balance (vestibular) system; hand-flapping may provide visual stimulation.
• Reduce sensory input - e.g. focusing on one particular sound may reduce the impact of a loud, distressing environment; this may be seen particularly in social situations to deal with stress and anxiety, and to block out uncertainty.
• Pass the time and provide enjoyment.

Repetitive behaviours can also be a way to express excitement or regulate emotions. Understanding their purpose can help you create an environment where autistic members feel comfortable and included.

What you can do:

• Speak with the member and their parents/carers about their sensory experiences. Ask what they might be sensitive to and what they find comforting or enjoyable. It can help to have some objects, such as spinners, furry materials and colourful textured objects for the conversation.
• Think about the environment where your unit meets. Consider things like noise, light and temperature and discuss any challenges or strengths with the autistic member and their family. Problem solve together as much as you can.
• Plan ahead for trips and outdoor activities by considering the sensory environment and discussing any changes that might help.
• Agree on simple ways to help reduce overwhelm, such as bringing a favourite object with them or wearing noise cancelling headphones (if they use them already).
• Create a safe space and build in 'sensory breaks’ between activities so the member can have a quiet space away from stimulation or other people. Check in after an agreed break, to encourage them to join their buddy if they feel ready to do so or to show that you care and you are nearby for them when needed.
• Consider quiet games and activities in the programme and work with autistic members to create activities that the whole unit can enjoy.

Find out more about sensory difference for autistic people. 

You might also want to find out more about the National Autistic Society's Too Much Information (TMI) Campaign. 

Autistic people may experience stress or anxiety in situations others don’t find difficult. Sometimes autistic people behave in unexpected ways when they’re stressed or anxious.

They may shout and get angry, retreat into themselves or try to run away. They might experience a meltdown - ‘an intense response to overwhelming situations’. This can happen when someone becomes completely overwhelmed by their current situation and temporarily loses control and the ability to cope.

What you can do:

• Find out what things make the member stressed or anxious, and how they react to those things.
• Know what the member needs you to do when they feel that way.
• If the member is prone to running away, make sure that you have carried out a risk assessment and have a plan with the autistic member and their parents/carers if they leave.

To learn more about how autistic young people experience stress and anxiety and how to support them, visit this advice on meltdowns and this advice on sports and activities. 

Many autistic people have intense and highly-focused interests, often from quite a young age. These can change over time or remain lifelong interests. They can be anything from art or music, to trains or computers. An interest may sometimes be unusual.

Many autistic people channel their interest into studying, paid work, volunteering, or other meaningful occupation. Autistic people often report that the pursuit of such interests is fundamental to their wellbeing and happiness.

Interests can be a great way to start conversations and form friendships within units.