AsIAm Publishes Groundbreaking Report
• Highlighting Discriminatory School Codes of Behaviour Towards Autistic Students in Ireland
(Issued 9th October, 2024) AsIAm, Ireland’s Autism charity, published its latest report highlighting worrying discriminatory codes of behaviour towards Autistic school children in Ireland. The research, entitled “What We Wish You Knew: A Rights-Based Analysis of School Codes of Behaviour in Ireland” was conducted independently by Dr. Amy Hanna, and was kindly funded by the Irish Human Rights and Equality Commission Grant Scheme.
This comprehensive study provides a critical analysis of the current Codes of Behaviour in Irish schools through the lens of Autistic students' rights under the United Nations Convention on the Rights of Persons with Disabilities (CRPD) and the United Nations Convention on the Rights of the Child (CRC).
The report examined 40 school Codes of Behaviour, contains insights from focus groups with Autistic young people and their parents and highlights systemic issues that undermine the educational experiences of Autistic students.
Key findings include:
• Lack of Rights-Based Approach: Not one of the 40 school Codes of Behaviour were found to be fully rights-compliant. Where rights were mentioned, they focused more on safety and access, neglecting the broader spectrum of rights owed to Autistic students.
• Poor Understanding of Autism and Children’s Rights: Schools exhibit a limited awareness of Autism, often applying ableist assumptions that fail to accommodate neurodivergent students adequately.
• Absence of Autistic Voices: Autistic students' perspectives are notably absent in the creation or review of these policies, a significant breach of their right to participation.
• Discriminatory Practices: Codes of Behaviour often fail to provide reasonable accommodations for Autistic students, resulting in exclusionary practices such as reduced timetables, suspensions, and, in extreme cases, the use of physical restraint.
The report highlights the fact that current Codes of Behaviour frequently promote neurotypical norms while punishing Autistic students for behaviours rooted in their neurodivergence. This system not only exacerbates the challenges these students face but also leads to harmful outcomes such as Autistic masking, anxiety, and school refusal.
Adam Harris, CEO of AsIAm, commented:
“It is clear from this report, and from the experiences of community members across Ireland, that current Code of Behaviour policies are not rooted in a rights-based, neuro-affirmative approach but rather are often implicitly, explicitly and structurally ableist and discriminatory in nature. The report highlights the urgent need to overhaul school policies that disproportionately impact Autistic students. It’s not just about access to a school place, but about ensuring that once Autistic students are in school, their right to an inclusive education is upheld, in keeping with Article 24 of the United Nations Convention of the Right of Persons with a Disability. Schools must stop punishing children for being different and start adapting the environment to meet the needs of all students."
Lourdes Sanchez (Parent) ” How can we expect children to follow rules they may not fully understand or have the capacity to follow. Current codes of behaviour create confusion and exclusion, instead of fostering understanding and support. True inclusion means adapting our approach to ensure every child is given the support and clarity they need to thrive”
The report comes at a pivotal moment. Currently, the Education Welfare Office under Tusla, the Child and Family Agency, is reviewing the statutory guidelines on Codes of Behaviour, while the Department of Education prepares to publish long overdue and updated guidelines on the use of seclusion and restraint in Irish schools. Together, these two reviews create an opportunity for the State to establish a new framework that is compliant with the UNCRPD. AsIAm is calling for:
• A comprehensive review and reform of Codes of Behaviour to adopt a rights-based, neuro-affirmative approach.
• Improved teacher training on Autism and children’s rights.
• Stronger policies ensuring reasonable accommodations are in place and properly monitored.
• The inclusion of Autistic students and their families in the development of school policies.
• The abolition of codes of behaviour in special school settings
The full report, “What We Wish You Knew: A Rights-Based Analysis of School Codes of Behaviour in Ireland,” will be available to download from AsIAm’s website.
