Introduction
As autistic children grow older, the demands placed upon them increase significantly. Primary and secondary school pupils are expected to manage complex routines, organise their belongings, follow multi-step instructions, complete homework, transition between lessons, navigate changing social relationships and develop increasing independence.
While many autistic children and teenagers are capable of learning these skills, they may require information to be presented in a way that suits their preferred processing style. Visual supports can provide a simple yet highly effective way of reducing anxiety, improving understanding and promoting independence at home and in school.
Importantly, visual supports are not just for young children or pupils with limited speech. Many verbally fluent autistic children, adolescents and adults continue to benefit from visual information because it is predictable, concrete and remains available to refer back to.
Research consistently identifies visual supports as an evidence-based intervention that can improve participation, independence, organisation and adaptive skills in autistic individuals (Hume et al., 2021; Wong et al., 2015).
What Are Visual Supports?
Visual supports are tools that present information visually rather than relying solely on spoken language.
Examples include:
- Visual timetables
- Daily planners
- Now-and-next boards
- Checklists
- Written schedules
- Colour-coded systems
- Visual instructions
- Social stories
- Task organisers
- Choice boards
- Visual rules
- Safety reminders
- Digital planners and apps
For older children, visual supports often become more sophisticated. While younger children may rely on photographs, older pupils may prefer:
- Symbols
- Written words
- Colour coding
- Digital calendars
- Smartphone reminders
- Timetables and planners
The goal remains the same: making information visible and predictable.
Why Do Visual Supports Continue to Help Older Autistic Children?
Many autistic children experience differences in executive functioning, which can affect:
- Organisation
- Planning
- Time management
- Task initiation
- Working memory
- Prioritisation
A child may know exactly how to complete a task but struggle to remember all the steps or organise themselves effectively.
Visual supports act as an external memory aid, reducing cognitive load and helping children focus their energy on learning rather than simply trying to remember what they are supposed to do.
Research suggests that reducing uncertainty and increasing predictability can also significantly reduce anxiety in autistic children and young people (Kerns et al., 2015)
Using Visual Daily Planners at Home
As children become older, their schedules often become more complicated.
They may need to remember:
- School
- Clubs
- Homework
- Sports activities
- Music lessons
- Family events
- Appointments
- Household responsibilities
A visual daily planner helps children see their day at a glance.
For a primary-aged child, this may include pictures and words.
For older children and teenagers, planners often become calendar-based and may be digital.
Many autistic young people benefit from:
- Smartphone calendars
- Visual diary apps
- Colour-coded schedules
- Whiteboard planners
- Weekly family calendars
Seeing the day mapped out visually can reduce anxiety and help children prepare for upcoming events. P.
Using Now-and-Next Boards Beyond Preschool
Although often associated with younger children, now-and-next supports can be extremely beneficial for older children and teenagers.
Older versions may look like simple written schedules:
Now: Maths homework
Next: Xbox for 30 minutes
Now-and-next systems help:
- Break overwhelming days into manageable chunks
- Support transitions
- Increase motivation
- Reduce uncertainty
They can be particularly useful during periods of stress, illness, transitions or significant change.
Supporting Homework and Study Skills
Homework can be particularly challenging because it often relies heavily on organisation and executive functioning.
A visual homework planner can help pupils break large tasks into smaller steps.
For example:
Science Project
- Choose topic
- Research information
- Create poster
- Check spelling
- Submit to Google Classroom
Without a visual structure, a task may feel overwhelming.
When broken into small, visible steps, many autistic pupils find tasks more manageable.
Visual planning tools can also support revision by helping teenagers:
- Organise subjects
- Create study timetables
- Track progress
- Identify completed tasks
Teaching Independent Living Skills
Visual supports remain useful long after childhood and can significantly increase independence.
Getting Ready for School
A morning checklist might include:
- Get dressed
- Brush teeth
- Wash face
- Pack school bag
- Put lunchbox in bag
- Put on shoes
- Take coat
This reduces the need for repeated verbal reminders and helps children develop self-management skills.
Managing Household Tasks
Visual supports can also help with:
- Tidying bedrooms
- Setting the table
- Feeding pets
- Making packed lunches
- Using household appliances
Visual Supports in Primary School
Visual supports can be invaluable in educational settings.
Many schools already use visual strategies, but some autistic pupils benefit from more personalised systems.
Examples include:
Visual Class Timetables
Knowing what lessons are coming next can reduce anxiety and help children prepare mentally for transitions.
Many autistic pupils find unexpected timetable changes difficult.
Visual timetables provide predictability throughout the school day.
Visual Classroom Rules
Instead of relying solely on verbal reminders, schools can use visual reminders such as:
- Hands up
- Walk in school
- Wait your turn
- Tidy desk
Visual rules are often easier to recall during times of stress.
Task Breakdown Sheets
Rather than being told:
“Make a poster about the solar system”
A child may benefit from visual instructions such as:
- Find the names of the planets in our solar system
- Write a title at the top of the page
- Draw each of the planets
- Write the names of the planets underneath
- Colour in the planets
Breaking tasks into smaller visual steps can reduce overwhelm and improve time taken.
Visual Supports in Secondary School
Secondary school often introduces additional challenges because students move between classrooms, teachers and subjects. Visual supports can help manage this complexity.
Examples include:
Colour-Coded Subject Systems
Each subject may be allocated a colour.
For example:
- Maths = Blue
- English = Green
- Science = Red
The same colours can be used on:
- Exercise books
- Homework planners
- Electronic folders
- Revision materials
This reduces organisational demands.
Bag Checklists
Many autistic teenagers struggle with remembering multiple items.
A simple checklist can include:
- Maths book
- PE kit
- Packed lunch
- Homework
- Water bottle
- Reading book
Checking the list before leaving school or home can reduce forgotten items.
Exam Preparation Supports
Visual revision timetables can help students:
- Plan revision sessions
- Balance subjects
- Schedule breaks
- Track progress
This can reduce exam-related anxiety and improve confidence.
Using Visual Supports to Teach Safety and Danger Awareness
As children become more independent, safety becomes an increasingly important area of learning.
Some autistic children may find it difficult to generalise safety rules across different situations. What they learn in one environment may not automatically transfer to another.
Visual supports can help make safety concepts more explicit.
Road Safety
Visual step-by-step reminders may teach:
- Stop
- Look left
- Look right
- Listen
- Cross safely
Photographs of familiar roads can make the learning more meaningful.
Fire and Emergency Procedures
Visual emergency plans can include:
- What the alarm sounds like
- Exit routes
- Meeting points
- Who to find for help
Predictability can reduce panic during emergencies.
Tips for Using Visual Supports Successfully
Visual supports are most effective when they are:
Individualised: What works for one child may not work for another.
Age-Respectful: Older children and teenagers may reject materials that feel overly childish. Visual supports should match developmental level and interests.
Consistent: Using the same visual system across home and school can improve understanding and reduce confusion.
Collaborative: Older children and teenagers should be involved in designing their own support systems whenever possible. Ownership often increases engagement.
Final Thoughts
Visual supports are not simply a strategy for young children. They remain a valuable tool throughout childhood, adolescence and even adulthood. By making information clear, predictable and accessible, visual supports can reduce anxiety, support executive functioning and increase independence across a wide range of settings.
Whether used at home to support morning routines, in school to manage learning tasks or to teach vital safety skills, visual supports can help autistic children and young people navigate an increasingly complex world with greater confidence and autonomy. Rather than creating dependency, effective visual supports often do the opposite: they reduce reliance on adult prompts and empower children to understand, organise and manage their lives more independently.
References
Hume, K., Steinbrenner, J.R., Odom, S.L., Morin, K.L., Nowell, S.W., Tomaszewski, B., Szendrey, S., McIntyre, N.S., Yucesoy-Ozkan, S. and Savage, M.N. (2021) ‘Evidence-based practices for children, youth and young adults with autism: Third generation review’, Journal of Autism and Developmental Disorders, 51(11), pp. 4013–4032.
Kerns, C.M., Kendall, P.C., Zickgraf, H., Franklin, M.E., Miller, J. and Herrington, J. (2015) ‘Not to be overshadowed or overlooked: Functional impairments associated with comorbid anxiety disorders in youth with autism spectrum disorder’, Behaviour Therapy, 46(1), pp. 29–39.
Knight, V., Sartini, E. and Spriggs, A.D. (2015) ‘Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders’, Journal of Autism and Developmental Disorders, 45(1), pp. 157–178.
Mesibov, G.B., Shea, V. and Schopler, E. (2005) The TEACCH Approach to Autism Spectrum Disorders. New York: Springer.
Wong, C., Odom, S.L., Hume, K., Cox, A.W., Fettig, A., Kucharczyk, S., Brock, M.E., Plavnick, J.B., Fleury, V.P. and Schultz, T.R. (2015) ‘Evidence-based practices for children, youth and young adults with autism spectrum disorder: A comprehensive review’, Journal of Autism and Developmental Disorders, 45(7), pp. 1951–1966.
Hodgdon, L.Q. (1995) Visual Strategies for Improving Communication: Practical Supports for School and Home. Troy, MI: QuirkRoberts Publishing.
