Who it’s for
- Families exploring autism-related traits or seeking more effective support plans
- Schools supporting students with social communication and sensory needs
- Teens who feel “out of sync” socially or overwhelmed by school demands
Common concerns
- Social misunderstandings, difficulty reading situations, or friendship stress
- Strong need for routine; distress with change or uncertainty
- Sensory sensitivities (noise, touch, textures, crowds)
- Communication differences (literal interpretation, uneven conversation skills)
- Shutdowns, meltdowns, or exhaustion after school
How we help
- Identify triggers and support needs across settings (home, school, community)
- Build clear, respectful strategies for communication and emotional regulation
- Support routines, transitions, and sensory-friendly planning
- Coach caregivers and teachers on consistent responses
- Discuss referral pathways for diagnostic or multidisciplinary evaluation when needed
What you can expect
- Intake focused on strengths, stressors, and daily life patterns
- Practical plans for home and school, with clear roles
- Ongoing review: strategies are adjusted based on what the child actually experiences
Next steps
- Start by describing the main difficulties and the contexts where they show up.
- Consider an assessment if learning differences or complex needs are suspected.
- Begin with supportive strategies — labels are less important than reducing stress and building skills.
FAQs
Is autism only about social skills?
Social communication is one part. Sensory processing, need for predictability, and how stress is managed can be equally important for daily functioning.
Does eye contact matter?
Not always. Many autistic people communicate well without typical eye contact. Support focuses on understanding and comfort, not forcing “normal” behaviours.
What helps at school?
Predictable routines, clear instructions, reduced sensory overload, and safe break options are often helpful. Specific supports depend on the student’s profile and stress triggers.
Can an autistic child be academically strong?
Yes. Strengths can be significant, and challenges may appear mainly in social demands, flexibility, or managing stress. Support should match the whole profile.
Do you teach social skills?
We can support social understanding in ways that are respectful and practical, including helping the child navigate specific situations and helping adults reduce unhelpful social pressures.
Should we pursue a diagnosis?
That decision depends on your goals (access to supports, self-understanding, school planning). We can discuss pros/cons and appropriate referral pathways.