How Can We Teach When to Include Others and When Someone Needs Space? 

Inclusion and boundaries in autism are essential concepts for helping autistic individuals navigate social interactions with peers. Understanding when to include others in activities and when someone might need personal space is key to fostering healthy, respectful relationships. Many autistic individuals may find it challenging to read subtle social cues, so teaching them the balance between social inclusion and respecting others’ need for space is an important skill. 

Teaching inclusion and boundaries in autism involves setting clear guidelines and providing opportunities for practice. With the right support, autistic individuals can learn when to join in and when to give others the space they need, leading to more successful and enjoyable social experiences. 

Strategies for Teaching When to Include Others and When Someone Needs Space 

Here are some strategies to help teach inclusion and boundaries in autism: 

Use Visual Supports and Cues  

Visual cues can be helpful in teaching when to include others and when to respect personal space. For example, creating simple visual symbols for “join in” and “give space” can help autistic individuals understand the social expectations for different situations. These cues can be displayed in common areas or on a personal chart to provide ongoing reminders of social inclusion and boundaries. 

Role-Playing Peer Interactions  

Role-playing common social scenarios is an effective way to practise peer interactions. By acting out situations where a person may want to join a group or step back to give others space, autistic individuals can practise the appropriate responses.  

Visit providers like Autism Detect for personal consultations to explore inclusion and boundaries in autism, and learn how to teach personal space, social inclusion, and improve peer interactions. 

For a deeper dive into the science, diagnosis, and full treatment landscape, read our complete guide to Understanding Social Norms and Boundaries.

Hannah Smith, MSc

Author

Hannah Smith is a clinical psychologist with a Master’s in Clinical Psychology and over three years of experience in behaviour therapy, special education, and inclusive practices. She specialises in Applied Behavior Analysis (ABA), Cognitive Behavioural Therapy (CBT), and inclusive education strategies. Hannah has worked extensively with children and adults with Autism Spectrum Disorder (ASD), ADHD, Down syndrome, and intellectual disabilities, delivering evidence-based interventions to support development, mental health, and 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.