“My entire life I’ve been “weird”. And I’ve never been someone who kind of fitted in. Because I have always been that, you know, square peg in the round hole”.
For many autistic children, everyday social interactions can feel challenging and isolating, especially in environments where there is limited understanding of their unique needs and behaviours. Unfortunately, a lack of awareness about autism can lead to feelings of being outcasted or misunderstood. This often creates barriers not just for autistic children but for the peers and adults who may struggle to support or relate to them effectively. Parents and teachers play a vital role in fostering a more accepting environment, helping combat the stigma these children face.
Autistic individuals, especially those who do not require intensive support, often face a unique set of challenges due to the stigma and misunderstandings surrounding autism. Many feel outcasted because their behaviours and needs may differ from societal norms, resulting in isolation and exclusion from everyday interactions.
Autism, however, is not a disease or disorder; for many, it’s simply a different way of experiencing the world, characterized by unique perspectives, routines, and strengths. We can use this perspective to integrate neurodiverse individuals such as autistic individuals, and foster better environments for them to flourish. Especially from an early age, studies have shown that introducing inclusive practices can help dismantle stigmas and foster understanding.
Physical activity provides a positive, shared space for autistic and neurotypical children alike to connect, communicate, and appreciate one another’s differences, making it an effective way to encourage acceptance and belonging for all. This not only aids in overall health but also serves as a meaningful tool for enhancing social and communication skills – which are typically under-developed in autistic children and adults. In this blog post we will take a closer look at how we can create a more inclusive and supportive atmosphere by promoting physical activity among autistic children.
The Stigma Around Being Autistic
“being autistic is a person’s feature, just like being tall, or short, or left-handed, or talented, or deaf, or blind, or dyslexic”.
It is commonplace to refer to autistic people with a person-first use of language – e.g. referring to someone as “someone with autism”. Whilst this is often well-meant, it represents an issue that exists within societal perceptions of autism, and one which could be perpetuating the difficulty for autistic individuals to integrate more easily and be more accepted by neurotypical individuals across different contexts. To refer to someone as ‘having autism’ or living ‘with autism’ is to separate their autistic way of thinking and being from their identity. We rightly do this with experiences that we often do not want to face – for example is it common to say that someone is “living with cancer”. And therein lies the implicit societal view of autism – it is framed as something we do not want.
This is understandable; often autism brings with it a host of difficulty, other diagnoses such as depression, anxiety, ADHD, obsessive compulsive disorder, and more. And it is especially challenging for the individual and all those who are caring for them at the more severe end of the spectrum of autism where complex physical and psychological disability can manifest. However, through discourse and an open attitude to difference, we can strive to create better environments for autistic individuals.
A small effort that can go a long way is to refer to an autistic person with identity-first language, rather than person-first language. When acknowledging someone as ‘autistic’, it avoids any implicit or subconscious discomfort with their uniqueness, and validates the aspect of their identity that is so central to their worldview and everyday experience in life. This is an example of a simple way in which the experience of autistic people can be better integrated into a society founded by neurotypical individuals – but there is more that can be done.
Understanding the Role of Physical Activity in Autism Support
When we talk about physical activity, we’re referring to any movement that engages the body, from sports to simple daily tasks. This includes structured exercises, recreational activities, and even household tasks. For autistic children, participating in physical activities can be particularly impactful, as it often provides a structured, supportive environment for them to engage with others.
The social and communication challenges that autistic children experience can sometimes make it harder for them to join in on sports or group activities. Without intervention, this can lead to a more sedentary lifestyle, which not only impacts their physical health but can also limit their opportunities for social development. Research suggests that regular physical activity can be a valuable intervention, fostering better social adaptability and communication skills among autistic children. Through organised physical activities, they have opportunities to connect with others in a more structured, often less intimidating, environment.
Breaking Down Stigma Through Physical Activity
One of the biggest challenges facing autistic children is the stigma that surrounds autism. Many children and adults are simply unaware of the needs of autistic individuals, which can create misunderstandings and increase feelings of isolation. Physical activity presents an accessible avenue to break down these barriers and build a more accepting atmosphere. By participating in group activities like sports, or other team-oriented exercises, autistic children have a chance to engage with their peers and build relationships in a context that promotes teamwork and shared goals.
When physical activities are led by empathetic adults—whether teachers, coaches, or parents—these activities become an opportunity to teach all children about acceptance and understanding. By framing physical activities as inclusive and welcoming for all, adults can encourage non-autistic children to embrace the diversity of their peers and recognise the unique strengths each child brings to the activity. This can also teach the autistic children that it is ok to be different to others, and can help to combat the very common feeling among such neurodiverse children that they need to be ‘normal’ or ‘fit in’.
Enhancing Social Skills and Communication Through Movement
“I spent my childhood trying and failing to fit in”.
One of the most promising aspects of physical activity for autistic children is its potential to enhance social and communication skills. Organised physical activities require children to interact, communicate, and cooperate with others. For autistic children, participating in sports or other group activities can provide a chance to practice these skills in a structured, predictable setting, which many find comforting.
Studies indicate that regular physical activity improves core aspects of social interaction and communication in autistic children, such as turn-taking, listening, and responding to others. The simple act of working toward a shared goal, such as scoring a point in a team sport or completing a game, can encourage autistic children to reach out to others, ask questions, and express themselves. Over time, these interactions can help reduce behaviours often seen in autism that might impede socialisation, such as repetitive behaviours or difficulties in interpreting social cues.
Building Confidence and Empowering Growth
Physical activity offers autistic children a valuable opportunity to develop a sense of empowerment in their own abilities. For children who may struggle in traditional social settings, achieving success in physical activities—whether it’s mastering a new skill, completing a game, or simply participating fully—can be transformative. These small victories boost self-esteem and encourage a positive self-image, helping to feel more capable and accepted.
Physical activity also supports emotional regulation, which is critical for autistic children. Regular movement has been shown to reduce anxiety and stress, helping children feel calmer and more prepared to engage in other areas of life. As they become more comfortable and gain confidence in a group setting, they may also feel more prepared to try new experiences and take on challenges that once seemed daunting. This concept is explored in another blog post, written here: https://www.bmactive.co.uk/how-physical-activity-supports-mental-health-part-1-regulating-the-nervous-system/
Practical Tips for Encouraging Physical Activity in Autistic Children
So it seems that physical activity can be an incredibly powerful avenue through which autistic children can have some of their particular needs met. Not only can this help to develop some of the key social and physical skills that are symptomatically impaired with autism, but it can also facilitate positive interaction and connection with neurotypical children, building a more accepting and understanding generation towards neurodiverse people broadly going forwards.
For parents, teachers, and coaches, incorporating physical activity into an autistic child’s life can have a range of benefits. Here are some practical tips to get started:
- Create a Supportive Environment: Choose physical activities that offer a clear structure and predictability, which many autistic children find comforting. This could mean organizing a consistent weekly activity or providing a visual schedule of what to expect during the session.
- Encourage Group Interaction: If possible, involve non-autistic peers in activities and foster a team-oriented environment. Encourage everyone to cheer each other on and celebrate each other’s successes, promoting an inclusive and welcoming atmosphere.
- Provide Clear Instructions and Feedback: Autistic children often thrive with direct, clear communication. When leading activities, provide simple instructions and immediate, positive feedback. This helps build trust and ensures that children feel supported and understood.
- Model Acceptance and Empathy: Children learn a lot by observing adults, so model inclusive behaviour and empathy in all interactions. Show patience and encourage other children to do the same, creating a space where every child feels valued and included.
Moving Toward a More Inclusive Future
Physical activity is more than a tool for physical health—it’s a powerful means of promoting social skills, building confidence, and fostering acceptance. By encouraging autistic children to participate in physical activities, and by creating inclusive spaces where all children are celebrated, parents and teachers can support the development of key social and communication skills.
When we work together to foster these inclusive spaces, we’re not only supporting autistic children’s well-being but also teaching all children the value of empathy, acceptance, and understanding.