Lately I’ve been sitting with what I call the conundrum of autistic support.

We care so deeply about supporting our students. Especially those autistic kiddos who reach their limits and need us most in those tough moments. Naturally, we want to know: What’s the right tool to use? The next strategy? What am I missing?

I messed up with an autistic kiddo recently.
Actually, let’s call it what it really was… a slip-up.

I forgot to take my own advice… the advice I share with you all the time.
I forgot to pause.
I forgot to wonder why.
I forgot that actions and behaviour makes the most sense when we see it through the lens of felt safety.

Here’s what happened….

I want to share a thought I’ve been percolating a lot on… one that could change the way you see every single moment of “challenging behaviour” in the classroom.

Here it is: At the root of all behaviour is safety…

Let’s dive deeper into looking at autistic play through a neurodiversity-affirming lens.

Let’s get curious about the many ways it can show up—especially for autistic learners.

Because play isn’t one-size-fits-all.

What if the most important learning happened at recess?
Not during math time. Not while reading a story. Not while filling in a worksheet.

But out on the playground, or sprawled on the floor with a pile of objects, completely absorbed in joy of their own making? …