Tuesday, 04 February 2025 08:56 GMT

Re “Breaking activity barriers for autistic children,” by Rachael Smith (School Health Pulse Evidence brief, October 17th)

Dear Editor,

I was heartened to see an article highlighting the barriers to physical activity for autistic children. Far too often, myself and colleagues within neurodevelopmental and disability services are challenged to support children in an educational system that cannot (or will not) bend to their needs, with PE lessons being just one example.

While competitive sports offer benefits such as teamwork and problem-solving skills, competitive rivalries and other dynamics may be difficult to understand and tolerate for some autistic children. Similarly, for those who struggle with social norms or experience alexithymia, traditional activities may trigger feelings of frustration.

My argument is not that autistic children should be excluded; for many, movement is essential for self-regulation. Rather, teachers should be offered a greater degree of flexibility to support their students. Special interests can be a helpful motivator; I recall a 9-year-old boy who clocked up miles on Pokémon GO during weekends to “catch them all”!

If staff and educators can be allowed the time and permission to develop lessons that fall outside of conventions, we can not only support healthier lifestyles, but communicate that autistic children are valued members of the school community, whose needs are respected and understood.

Dr Jennifer Lennon

Hackney, London

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