A Real Story: ASD or HSP?

 

A student I worked with in a special educational needs (SEN) group had a formal diagnosis of autism recorded on their file. During group activities, it became apparent that she was particularly sensitive to external stimuli, such as light and sound. She also appeared shy and hesitant to interact with the other students.

​

However, a key distinction from the typical presentation of autism was she was very aware of other people's feelings. When she felt more at ease, and I posed a question that received no response, she would observe me, then the other students, and then proactively offered an answer. My expressions of gratitude were met with her soft gaze and a shy smile. Conversely, on one occasion, we needed to relocate to a different classroom and that triggered significant anxiety in her, and she retreated to a corner in distress. It seemed that in unfamiliar or overly stimulating settings, she would completely shut down, exhibiting behaviour reminiscent of children with autism. In my observation, her performance in group activities and her interactions with peers, strongly suggested highly sensitive characteristics. This prompted me to consider that that early intervention, which is to address high sensitivity in SEN (or non-SEN) students, before their issues become entrenched, could help alleviate stress for the students, their families, and the school.

​

Approximately 15 to 20% of the population are highly sensitive, meaning that roughly one in four or five students displays highly sensitive traits. The trajectory of their high sensitivity, determining whether it becomes a strength or a source of learning or emotional challenges, is significantly shaped by family dynamics and the environment in which they mature. Appropriate support and care addressing their sensitivity can enable highly sensitive students to thrive at school, develop stronger social skills, reduce their vulnerability to mental health problems, and allow for more effective utilisation and distribution of resources intended to support SEN students.

​

This student’s case is but one example of those I have come across in my group work. For this reason, I sincerely hope that raising public awareness of highly sensitive traits, coupled with providing support groups and training for carers (parents, teachers, social workers) of highly sensitive children, will enable more of these children to receive the most appropriate support. By guiding their sensitivity towards positive development, we can help these children to live a more rewarding and fulfilling life.

​

If you are interested in support groups and training for highly sensitive children, please contact us.