Why are they alone at break time?
In a study of 51 autistic pupils and 51 non-autistic classmates, the autistic group spent about 30% of break time in solitary activities, compared with 9% in the comparison group. The figure does not show whether each child wanted to be alone. This requires observation, accessible questions and checks for rejection, bullying, overload or difficulty joining games.
Why break time may be difficult
The playground is less structured than the classroom. Groups change quickly, many rules are left unexplained and noise may make communication difficult. Wanting to play does not explain how to ask for a turn, interpret a refusal or find an activity that fits the pupil’s interests.
Being alone does not always mean being unhappy. Some pupils seek a few minutes without conversation or noise. Others stay close to a group, watch or try to participate without succeeding. Physical distance alone cannot show the difference.
What the school should check
- Ask the pupil what they do, what they would like to do and which situations they avoid.
- Observe several break times rather than a single day.
- Check for teasing, exclusion, fear or frequent retreat to toilets and unsupervised areas.
- Offer activities with clear rules, interest-based clubs or a quieter place without making them the only options.
- Help the pupil enter an activity through an adult or a trained peer without forcing a friendship.
- Review whether the support has increased the participation the pupil wanted.
The aim is not for every pupil to spend break time talking. It is for pupils to be able to choose between resting, playing and social contact without exclusion or bullying.
Frequently asked questions
What if the pupil prefers to be alone?
That preference should be respected. The school should still check that it is a choice and that alternatives are available when the pupil wants to join in.
Should the school intervene?
Yes, when there is exclusion, bullying, distress or difficulty accessing activities. Intervention should fit what the pupil wants and needs.
Does assigning a buddy help?
It may help with a specific activity, but it should not force a friendship or always turn the same child into a carer. Adult supervision is still needed.
Sources
Locke, J., Shih, W., Kretzmann, M. and Kasari, C. (2016). ‘Examining playground engagement between elementary school children with and without autism spectrum disorder’. Autism, 20(6), 653–662. Read the study.
Repeated absence, fear of break time or a sudden change in behaviour should be investigated with the pupil, family and school.
Autism in Everyday Life
The book brings together explanations and practical examples for autistic people, families and professionals. Publication is planned for September 2026.
Tell me when it's out →
Writes about neurodivergence: practical guides for families, teachers and adults, and illustrated fiction. About me