What Helps Autistic Students Helps Everyone: Rethinking Support in Schools

If one small change could make school safer, calmer, and more inclusive—for everyone—why wouldn’t we do it?

Too often, supports for autistic students are labeled as special treatment or unnecessary accommodations. But what if the very tools we use to support neurodivergent students actually create better learning environments for the whole class?

In this week’s conversation, autistic occupational therapist Susan Golubock and neuro-affirming SLP Staci Neustadt break down how strategies designed for autistic students—like sensory regulation tools, flexible lighting, and visual supports—don’t just help some students. They help all learners thrive.

The Truth About “Special Treatment” in Schools

When we talk about adding calming corners, fidget tools, or communication alternatives, the concern often sounds like this:“But what about the rest of the class?”The truth? These aren’t exclusive strategies. They’re good teaching strategies.

And as Susan explains,

“What works for autistic students causes no harm to others.”In fact, they often lead to better focus, less anxiety, and more emotional regulation across the board.

What Happens When We Design for the Margins?

Inclusive design means building systems that start with those most impacted—and when we do that, everyone benefits. Think about curb cuts on sidewalks: designed for wheelchair users, but used by parents with strollers, delivery workers, and travelers. Supports in schools are no different.

When we normalize things like:

• Movement breaks

• Clear visual routines

• Sensory-safe environments

• Flexible communication options...we’re not just helping autistic kids—we’re creating classrooms where every student can succeed.

Let’s Rethink What “Support” Really Means

It’s not about fixing autism. It’s about fixing systems. And as you’ll hear in this episode—when we support autistic students in ways that honor their differences, everyone wins.