What school strategies support students with insistence on sameness?

PostedDecember 10, 2025

UpdatedDecember 10, 2025

ByMy Patient Advice

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

Understanding autism and classroom strategies is essential when supporting students who struggle with change. For those with a strong need for predictability, tailored support can make the difference between daily distress and genuine learning. Many effective autism and classroom strategies focus on maintaining a sense of control while slowly introducing flexibility.

At school, students with insistence on sameness may rely on routines to feel safe. A small change like a different seating plan or a supply shortage can feel overwhelming. Providing school support for autism means recognising these needs and preparing for them thoughtfully. Planning, communicating clearly, and using visual cues are keyways to help.

Over time, schools can reduce rigidity by introducing insistence on sameness interventions that gradually build tolerance to small shifts. These might include giving two choices rather than one, rehearsing change through stories, or using visual schedules with adjustable elements.

Signs That Support Is Needed

Recognising when sameness is becoming a barrier is crucial for early support:

Emotional outbursts when routines are interrupted.

Resistance to change in schedule, setting, or task.

Inflexibility in group work, preferring to follow their own path.

High anxiety during unstructured time, like recess or assemblies.

With the right educational adaptations for autism, students can feel secure while learning to tolerate gentle shifts in routine. The goal isn’t to eliminate sameness but to build emotional resilience within it.

Visit providers like Autism Detect for personal consultations and guidance on implementing classroom supports.

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.