How are basic first-aid and emergency response skills taught for autism?

PostedDecember 23, 2025

UpdatedDecember 23, 2025

ByMy Patient Advice

Author: Lucia Alvarez, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Autistic children, young people, and adults often face barriers during emergencies because of sensory overload, unfamiliar situations, or difficulties communicating under pressure. According to NHS guidance, clear communication, predictable routines, and reasonable adjustments can make first-aid situations much safer and less distressing. Evidence from recent systematic reviews (2024) shows that structured teaching and sensory-aware approaches help autistic people learn essential safety and first-aid skills with greater confidence.

Building safety awareness and routines

NICE guidance for under-19s (CG170) recommends teaching daily living skills such as personal safety in a clear, literal and structured way. This often includes visual aids, step-by-step instructions, and practising real-life scenarios.

Schools, carers, and clinicians may teach basic steps like recognising danger, asking for help, or contacting emergency services using:

visual schedules

social stories and scripts

repeated rehearsal in low-stress conditions

modelling and role-play with trusted adults

Safeguarding guidance emphasises planning ahead. This can include preparing an emergency plan within an EHCP, using patient passports, or pre-alerting local services about communication preferences or sensory needs.

Supporting communication during emergencies

NHS hospitals and ambulance services highlight the importance of communication adjustments for autistic people. Guidance from NHS England advises using short, direct language and explaining actions before physical contact, especially in stressful situations such as A&E admissions. Some NHS sites, such as Royal London Hospital, provide sensory equipment, quiet spaces and autism-aware triage processes to reduce distress.

Research in The Journal of Special Education also shows that tools like visual instructions, AAC devices, and health passports help autistic individuals express pain, respond to first-aid steps, and communicate with first responders more effectively.

Evidence-based teaching approaches

Studies published in 2024–2025 highlight several effective strategies for teaching first-aid and emergency-response skills to autistic people. For example, a 2025 (PubMed Central) review on emergency-care adaptations for autistic patients found strong evidence for communication modification, sensory adjustment, and scenario-based teaching. Another review from 2024 (Paediatrics Child Health) identified the value of visual supports, behavioural planning and environmental adjustments in emergency interactions. Additional research (ADC BMJ supplement) highlights common barriers in emergency departments, including sensory overload and limited autism training for staff.

scenario-based training, repeated over time

sensory-aware environments (reduced noise and lighting)

simple, literal explanations without metaphor

rehearsal with carers or teachers to support skill retention

“booster” sessions for younger children who may need regular repetition

Reviews from RCEM Learning and Children (2025) also show that distress in emergency departments often stems from noise, unpredictable procedures, and long waits. Autism-aware staff training and environmental adaptations are associated with fewer escalations and improved cooperation.

The role of charities and community training

Charities such as the National Autistic Society and the British Red Cross recommend visual, stepwise teaching methods, as well as preparing autistic people for emergencies using social stories, predictable routines, and hands-on demonstrations. Resources like the Big Red Safety Box or school-based first-aid modules offer families and educators practical tools for supporting safety education.

Takeaway

First-aid and emergency-response skills can be taught effectively when the approach is structured, visual, and tailored to a person’s sensory and communication needs. With preparation, practice and the right adjustments, autistic people can learn essential safety skills and manage emergencies with greater confidence and calm.

Lucia Alvarez, MSc

Author

Lucia Alvarez is a clinical psychologist with a Master’s in Clinical Psychology and extensive experience providing evidence-based therapy and psychological assessment to children, adolescents, and adults. Skilled in CBT, DBT, and other therapeutic interventions, she has worked in hospital, community, and residential care settings. Her expertise includes grief counseling, anxiety management, and resilience-building, with a strong focus on creating safe, supportive environments to improve mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the author's privacy.

Dr. Rebecca Fernandez, MBBS

Reviewer

Dr. Rebecca Fernandez is a UK-trained physician with an MBBS and experience in general surgery, cardiology, internal medicine, gynecology, intensive care, and emergency medicine. She has managed critically ill patients, stabilised acute trauma cases, and provided comprehensive inpatient and outpatient care. In psychiatry, Dr. Fernandez has worked with psychotic, mood, anxiety, and substance use disorders, applying evidence-based approaches such as CBT, ACT, and mindfulness-based therapies. Her skills span patient assessment, treatment planning, and the integration of digital health solutions to support mental well-being.

All qualifications and professional experience stated above are authentic and verified by our editorial team. However, pseudonym and image likeness are used to protect the reviewer's privacy.