Do autistic students with insistence on sameness need special accommodations?

PostedDecember 10, 2025

UpdatedDecember 10, 2025

ByMy Patient Advice

Author: Beatrice Holloway, MSc | Reviewed by: Dr. Rebecca Fernandez, MBBS

Yes, autism and school accommodations often go hand in hand especially for students who show a strong need for routine and predictability. Without tailored support, these learners may struggle with changes in schedule, classroom layout, or teaching methods. Addressing autism and school accommodations early can ease distress and promote meaningful engagement in learning.

Insistence on sameness isn’t just a preference; it’s often a keyway autistic students manage anxiety and sensory overload. While some repetition can be comforting, rigid routines may interfere with classroom flexibility. That’s why special educational needs in autism often include provisions to help students cope with unexpected changes or transitions.

These accommodations don’t always require significant changes. Simple strategies like visual timetables, advance notice of changes, or consistent teaching approaches can help. Adjustments may also involve personalised transition plans, giving the student time and tools to prepare emotionally. This kind of insistence on sameness and adjustments are essential in building a supportive school environment.

Signs a Student May Need Support

Watch for these patterns that could signal the need for accommodations:

Distress when routines shift

Crying, withdrawal, or refusal when plans don’t go as expected.

Inflexible learning behaviours

Needing to complete tasks in a specific order or way.

High anxiety before transitions

Tension or shutdowns before moving between tasks or locations.

Over-reliance on sameness

Extreme attachment to specific items, seats, or classroom roles.

Creating a flexible yet structured environment is key to effective autism support in education.

Visit providers like Autism Detect for personal consultations tailored to school-based needs.

For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to Insistence on Sameness.

Beatrice Holloway, MSc

Author

Beatrice Holloway is a clinical psychologist with a Master’s in Clinical Psychology and a BS in Applied Psychology. She specialises in CBT, psychological testing, and applied behaviour therapy, working with children with autism spectrum disorder (ASD), developmental delays, and learning disabilities, as well as adults with bipolar disorder, schizophrenia, anxiety, OCD, and substance use disorders. Holloway creates personalised treatment plans to support emotional regulation, social skills, and academic progress in children, and delivers evidence-based therapy to improve mental health and well-being across all ages.

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.