How does insistence on sameness affect group work or peer collaboration in autism?

PostedDecember 10, 2025

UpdatedDecember 10, 2025

ByMy Patient Advice

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

Navigating autism and peer collaboration can be difficult when a student has a strong preference for routines and fixed ways of working. In the classroom, autism and peer collaboration challenges often emerge when tasks require flexibility, compromise, and fast-paced interaction: traits that can clash with the need for predictability.

Insistence on sameness can affect how a student engages with group work. They might prefer to complete tasks in a specific order or expect others to follow their methods exactly. This isn’t a lack of cooperation, but a way of maintaining emotional comfort in situations that feel unpredictable. In peer settings, this can lead to withdrawal, conflict, or reduced participation.

Teachers can reduce group work challenges in autism by offering structure. Assigning clear roles, providing visual plans, and discussing expectations in advance all help. These supports ease the pressure of adjusting to others and reduce anxiety.

Understanding insistence on sameness in social settings is also key. Many autistic students want to connect with peers but need consistent frameworks to do so successfully. Group activities that are predictable and well-prepared can encourage collaboration without overwhelming the student.

Signs of Struggle in Group Settings

Look for these behaviours that may suggest a need for support:

Inflexibility

Strong resistance to trying peers’ ideas or changing approach.

Distress when plans shift

Emotional reactions to unexpected changes during group tasks.

Avoidance

Choosing to work alone or becoming disengaged.

With planning, classroom inclusion in autism can work for everyone.

Visit providers like Autism Detect for personal consultations on peer interaction and group support.

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.