Seb is a 15-year-old boy who attends a large metropolitan secondary school. He received a diagnosis of autism spectrum disorder (ASD) in his last year of primary school.
During his first year at secondary school, Seb was observed to be increasingly anxious. As his stress levels rose, he experienced difficulty interacting appropriately with teachers and peers.
Seb is currently in Year 9, and his school attendance has been irregular due to fluctuating mental health. He continues to require adjustments to support him, particularly with his learning and social skills.
Seb attends counselling sessions at school, and these are focused on assisting Seb to acquire the skills to engage in positive social relationships. He has been observed to interact in a socially inappropriate manner with other students when he is feeling anxious. Seb receives substantial individualised instruction and ‘what to do’ stories to support appropriate social interaction. Seb has also had access to his mobile phone restricted during school hours, due to his accessing of social media during learning time.
When setting tasks for Seb, teachers use their awareness of his strengths, challenges, and interests in forensics and acting. Seb receives adjustments to the delivery of most courses and assessments, including frequent individual instruction to access curriculum content and individualised work samples for most subjects and assessments. An education assistant supports a number of students for 30 hours per fortnight, comprising three lessons per day, including some one-to-one support for Seb.
Teachers check in frequently with Seb’s parents to monitor triggers for his anxiety. Seb attends a weekly social skills program at school.