Is online learning particularly adapted to students on the autism spectrum ? (Part 3/3 - Anxiety)

A 2021 survey revealed that only 21% of autistic higher education students received the support that they needed. This leaves a staggering 79% of students who lacked the necessary accommodations, making it so much harder for them to succeed. So, what can one do in the context of online learning to support these students?

In my previous articles, we looked at a number of challenges that autistic students can face in online learning. We mentioned executive functioning difficulties, autistic inertia, (read more in the first article), sensory processing difficulties and communication challenges (see the second article). 

In the third and final article in this series, we will focus on the anxiety that many people on the autism spectrum experience, and how this can impact the online learning experience. We will also examine some possible strategies that we as online learning providers can put in place to support these students.

Research suggests that up to 40-50% of autistic individuals experience high levels of anxiety.

It is therefore essential to understand the various factors that can contribute to this heightened anxiety in an online learning environment, and look for ways to reduce it. As discussed before, not being able to progress as much as planned (executive functioning disorders), not being able to manage various sensory stimuli (sensory processing disorders) and not being able to communicate in the most efficient way (communication difficulties) can easily lead to higher anxiety. 

But other factors come into play as well, and are often amplified in the online learning environment where immediate support from physically present teachers or peers is not available:

• Uncertainty around expectations: Lack of clear, explicit instructions for online assignments or activities can cause significant anxiety for autistic students who may struggle with interpreting ambiguous or implied expectations.
• Asynchronous communication: This type of communication typically creates added anxiety. Having numerous channels of discussion, receiving multiple mails and messages can easily become overwhelming, and can lead to anxiety about missing important information or falling behind. 

• Time management stress: The self-paced nature of many online courses can be challenging for autistic students who may struggle with executive functioning, again leading to anxiety about meeting deadlines or falling behind.
• Project presentations or oral exams: having to perform orally and obey strict time constraints during these sessions can become an important source of anxiety and prevent the students from showing their true potential.
• Perfectionism: The ability to constantly revise and edit work in online environments may exacerbate perfectionist tendencies in some autistic students, leading to anxiety about submitting assignments that don’t seem perfect to the student.
• Navigating unforeseen changes: Technical issues, schedule changes, platform updates, connectivity problems, cancellations or rescheduling of mentoring sessions can all cause heightened anxiety due to a lack of predictability.
• Feeling misjudged or misunderstood: In response to the challenges mentioned above, many ASD (Autism Spectrum Disorder) students try to mask or camouflage their autistic traits, in an attempt to meet unrealistic expectations or manage their emotional difficulties. This can lead to further anxiety.

Figures obtained by the North East Autism Society in a study of trends in the UK showed that 36% of autistic undergraduate students who enrolled in 2019 did not complete their degree after three years. This dropout rate is higher than that for any other disability group and compares to 29% for the general student population.

You can read more about the study on the NEAS website.

What role does anxiety play in academic performance ?

Although moderate levels of anxiety can actually enhance performance, it has been proved that beyond a certain level, high anxiety can negatively impact academic performance. It can significantly impair working memory and attention, leading to difficulties in processing and retaining information, inhibit task initiation and result in lower test performance, as we can see in the Yerkes-Dodson bell-curve below.

Furthermore, it has been shown that prolonged stress and the constant effort to adapt can lead to extreme fatigue and a phenomenon known as Autistic Burnout. This condition, often overlooked but increasingly recognized in the autism community, can have a significant impact on an individual's ability to function and learn effectively.

Autistic Burnout

Burnout is typically described as a state induced by stress, feeling mentally and physically exhausted, depersonalized, and unaccomplished. 

Autistic burnout is a syndrome experienced by many people on the autistic spectrum and generally happens when there is a mismatch between what’s expected of them and what they can realistically do, especially if they don’t have the right support. It is described as chronic exhaustion, loss of skills, and reduced tolerance to stimulus, typically lasting for 3 months or longer.

It is often triggered by constantly trying to adapt to what is seen as being socially acceptable. This includes hiding natural behaviors (masking), dealing with sensory overload and trying to meet expectations without receiving the necessary help. It is important to recognize that when autistic burnout happens, it is the result of a long period of extreme difficulty, and not simply a single difficult moment that the student seems to be going through. 

Before looking at ways to reduce this anxiety, let’s look at a coping mechanism that some ASD students may use. 

Stimming 

As a rule, adults are expected to manage their emotions (especially anxiety and anger) in a manner that is socially acceptable. Emotional regulation is the ability to exert control over one's own emotional state. As we saw previously, people on the autism spectrum may have difficulty noticing and identifying their own emotions, thus making it even more difficult to control them. This could lead to emotional outbursts or even meltdowns.

One strategy often used by ASD individuals is known as stimming, which has both calming and focusing properties. It may appear to be a random or meaningless behavior, but in fact stimming represents an important self-regulatory technique that helps autistic individuals navigate complex emotional stimuli. What is it exactly? 

Stimming, short for ‘self-stimulatory’ behavior, involves repetitive movements or sounds, such as hand-flapping or finger flicking, rocking, staring at spinning objects, humming or repeating words or phrases.  

Although these reactions have not yet been totally understood and can initially be disturbing to observe, it has been shown that they actually have a calming effect on the person performing them. Furthermore, in a similar way that we may doodle while listening to a speech or tap our foot when we are impatient, these actions help individuals to feel less stressed and remain focused on what is important. Stimming can help manage overwhelming sensory information and can help autistic individuals regain a sense of control.

As children, autistic individuals are often taught to suppress these strategies, as they are seen as being socially unacceptable. However, studies show that this is not the recommended approach, as it can in fact heighten the level of anxiety, and cause intense emotional fatigue. 

When looking for ways of supporting ASD students with these challenges, education providers are confronted with difficulties. The diversity of the spectrum and the variety of challenges makes it impossible to cater adequately for all the needs of all autistic students. However, while we cannot have a one-size-fits-all approach to learning, we can implement strategies and techniques to adapt certain elements, thus making it possible for students on the spectrum to complete their learning in the best possible conditions. 

• Raising awareness through specialised courses for mentors. Helping the mentors to recognize and understand these difficulties can enable them to adapt their guidance and avoid misjudging the students. They need to be tolerant towards atypical attitudes or ways of functioning and be encouraging and supportive if difficulties arise.
• Creating a learning platform with an uncluttered format that is easy to access and to follow. This decreases the anxiety that one can feel when trying to find information on a cluttered, poorly formatted interface.
• Facilitating partial validation: Allowing students to complete and receive credits for blocks of skills acquired even if the whole learning program has not been completed, increases their sense of accomplishment and satisfaction. This can go a long way to preventing anxiety and burnout.
• Communicating about changes to projects. When projects are updated or modified,  targeted communication is sent out to all students on the training program so that they are aware of the upcoming changes. This can help to reduce the anxiety connected to unexpected change.
• Encouraging students to use AI to help them plan tasks and organize their schedules, including break and relaxation periods.

Some further solutions that could be explored:

• Developing flexible, adaptable online learning frameworks that cater to students with diverse challenges.
• Providing targeted training courses for autistic students that help them identify and manage their emotions.
• Designing customizable virtual environments where students can “retreat” during moments of emotional distress, similar to “safe spaces” that students could find in traditional classroom contexts.
• Enabling students to indicate their emotional state through a simple emoji next to their profile picture. This would give these students a non-verbal way of communicating their needs, making it easier for mentors and other training personnel to offer support when necessary.
• Developing a “buddy” system where a student could connect up with another student who has volunteered to act as a guide. This could help give the autistic student support and encouragement when needed.
• Providing special channels of communication for these students if they need support or encouragement.
• Developing an autism support group to help students on the autism spectrum.
• Gamified self-care: Introducing a reward system that encourages students to engage in self-care activities. Students could earn points or badges for taking breaks, practicing mindfulness, or engaging in their special interests. This could help students maintain their well-being and prevent burnout.
• Having the student identify a “person of confidence” in their personal environment, to facilitate communication with the educational organisation, if necessary, and provide support if difficulties arise.

By recognizing the impact of anxiety and emotional regulation difficulties, we can implement effective strategies that not only accommodate their needs but also empower them to thrive. 

Conclusion 

The possibility of receiving education and of obtaining a recognized degree through online training has been a blessing for a number of students, including those who faced important challenges during traditional in-person training contexts.

Original feedback from one of our students (translated from French):

The structure of the training is ideal for introverts or those who don't feel comfortable in a traditional school setting. The format based on concrete projects allows for truly integrating theoretical concepts.

For autistic students in particular, here is a reminder of some of the benefits they could feel during online learning:

• Personalized Learning Environment

• Flexible Information Processing

• Adaptive Learning Strategies

• Reduced Social Stress

Despite these positive aspects, as we have seen throughout the three articles in this series, online learning also presents a new set of unique challenges for students on the autism spectrum, and can easily lead to high levels of anxiety.

Creating an inclusive online learning environment is not just a matter of accessibility, but a key responsibility for educators. The important challenges faced by many autistic students compel us, as educators and learning providers, to take proactive steps to ensure that these students are supported, understood, and empowered. By implementing strategies such as clear communication, adaptable structures, and targeted support, we can make a world of difference to their academic journey. 

Furthermore,  when we cater to the needs of neurodiverse students, we not only help them succeed, but we also enrich the entire learning experience for everyone. 

Although the three articles in this series have only touched on some of the complexities autistic students encounter in online learning, I hope that they have given you some useful insight into the unique ways of functioning of ASD students, as well as some ideas of what one can do to support them.

More importantly, I hope that these articles have inspired you to continue working towards creating a genuinely inclusive online learning experience that recognizes and celebrates neurodiversity.