6.5 Explain ways of supporting an individual with autism to protect themselves from harm

This guide will help you answer 6.5 Explain ways of supporting an individual with autism to protect themselves from harm.

Autism can affect how a person experiences the world. Many individuals may find social situations confusing. This can make it harder to spot risks or know if someone is being unkind or trying to cause harm. Sensory differences may make environments feel overwhelming. This can affect decision-making and awareness of dangers.

Some individuals may:

• Struggle with reading facial expressions or tone of voice
• Take language literally and miss hidden meanings
• Have strong trust in others without recognising dangerous intentions
• Be sensitive to noise, light, or touch, which may cause distraction from hazards
• Have difficulty adapting quickly to unexpected changes

These factors can make them more vulnerable in certain situations. Understanding these risks is the first step before offering the right support.

Building Awareness of Personal Safety

Helping someone with autism to protect themselves starts with raising their awareness. This means helping them recognise what harm is, what situations might be unsafe, and when they should seek help.

Ways to build awareness include:

• Using clear and simple language to explain types of harm
• Providing real-life examples they can relate to
• Giving visual aids or social stories that show safe and unsafe situations
• Practising role-play for identifying threats and asking for help

Avoid using vague phrases. Be direct and factual. Repeat key points over time so the person can process and remember them.

Supporting Safe Decision-Making

Decision-making is a learned skill. Some people with autism may make quick choices without thinking of the consequences. Others may be unsure and find it hard to decide at all. Both can bring risk.

Support can include:

• Breaking decisions into smaller steps
• Talking through possible outcomes of each choice
• Offering time to think before acting
• Encouraging the person to ask trusted people for advice before deciding

Over time, this helps them assess dangers and make safer choices independently.

Encouraging the Use of Trusted Networks

Having safe, reliable people in their life helps an individual with autism know where to turn if they feel unsafe. A trusted network might include family, support workers, teachers, or friends.

Ways to encourage this:

• Help them create a list of trusted people with names, photos, and contact numbers
• Teach them how to contact each person in an emergency
• Reinforce how to share worries or ask questions without fear
• Schedule regular check-ins with their network so contact feels normal

This approach can prevent isolation and help risks be addressed early.

Setting Clear Boundaries

Boundaries are limits that keep people safe. Many individuals with autism benefit from explicit guidance on what is acceptable behaviour from others and from themselves.

Support might involve:

• Defining personal space and who is allowed to enter it
• Explaining which kinds of touch are safe and which are not
• Teaching them about consent in social, physical, and online interactions
• Setting rules on sharing personal information

Practice through scenarios is helpful. Repeating the rules often will strengthen their understanding.

Promoting Online Safety

The internet can present risks such as scams, grooming, and exposure to unsuitable content. People with autism may trust online contacts too quickly or not spot fake messages.

Practical steps to support online safety include:

• Teaching them never to share personal details like addresses or bank details
• Advising them to only accept friend requests from people they know in real life
• Showing them how to block and report unwanted contact
• Using settings that filter or restrict harmful content
• Practising how to check if information is from a safe and reliable source

Check in with them regularly about their online activities in a supportive way.

Practising Safety in the Community

Community environments can be unpredictable. This can make individuals with autism feel anxious and less able to focus on potential dangers.

Support might include:

• Planning trips in advance and explaining what to expect
• Visiting new places with them until they feel confident
• Using route maps or travel training to build independence
• Teaching them how to identify safe places, such as police stations or shops, if they feel unsafe
• Encouraging the use of public transport with known routes and schedules

These steps build both confidence and the ability to respond calmly if something unexpected happens.

Teaching How to Respond to Unsafe Situations

Recognising danger is only part of staying safe — knowing what to do next is just as important. Some individuals may freeze, panic, or comply with unsafe requests if they do not have a clear plan.

Training can include:

• Role-playing different unsafe situations and practising safe responses
• Teaching them to move away from danger and find a safe adult
• Showing them how to make emergency calls and what to say
• Encouraging them to be loud and clear if they need to draw attention
• Giving them short, memorable safety phrases they can recall quickly

Using repeated practice increases confidence and quick reaction skills.

Understanding and Managing Sensory Triggers

High noise levels, strong smells, or crowded places can cause distress to a person with autism. In distressed states, they may be less aware of risks or make choices that put them in harm’s way.

Support might involve:

• Helping them identify their personal sensory triggers
• Preparing strategies to manage or avoid overwhelming situations
• Offering sensory tools like ear defenders or fidget aids
• Providing quiet spaces where they can recover before re-engaging
• Practising self-soothing techniques such as breathing exercises

Keeping sensory needs in mind helps prevent situations where harm could occur due to distraction or distress.

Using Consistent Routines to Increase Safety

Many people with autism find comfort and stability in routines. This can also be a safety tool, as it reduces unpredictability.

Ways to use routines for safety:

• Keeping daily schedules with clear times and activities
• Including regular safety reminders in their routine
• Linking safety actions (like locking doors) with other daily habits
• Practising regular review of safety rules as part of the week’s plan

Consistency helps reinforce safe actions until they become automatic.

Supporting with Communication Tools

Not every person with autism communicates in the same way. Communication support can help them get help faster and more clearly if they are at risk.

Examples include:

• Using picture cards to show danger or request help
• Carrying an alert card stating they have autism and may need support
• Using mobile apps that send a preset safety message to trusted contacts
• Writing down key phrases they can show someone if speech becomes hard during stress

Making sure communication tools are easy to carry and use is important.

Teaching Rights and Self-Advocacy

Knowing personal rights can help an individual with autism stand up for themselves and reject unsafe treatment. Self-advocacy means speaking up about needs and concerns.

Support can mean:

• Explaining their right to safety, privacy, and respect in plain words
• Practising how to tell someone “Stop” or “I don’t like that”
• Helping them understand rules in workplaces, schools, and public areas
• Encouraging them to speak to staff if something feels wrong

Confidence in these skills reduces the chance of accepting harm as normal.

Working in Partnership with Families and Professionals

No single person can cover every risk alone. Families, carers, and professionals can share responsibility for a person’s safety.

Partnership working might involve:

• Regular meetings to review safety strategies
• Sharing updates on any changes in behaviour or circumstances
• Agreeing consistent safety messages across all environments
• Planning responses to foreseeable risks together

This approach makes the safety plan stronger and more consistent.

Encouraging Positive Risk-Taking

While safety is a priority, avoiding all risks can limit growth and independence. Positive risk-taking means allowing a person to try new things in a safe, supported way.

Examples might include:

• Travelling a short bus route alone after practising together
• Shopping at a small local store without supervision, then reporting back
• Trying a safe online group with clear rules and monitored access

The aim is to build skills while keeping dangers at a manageable level.

Practising Repetition and Reinforcement

Learning safety habits is more effective when repeated in real-life situations. Repetition builds memory and confidence.

Ways to reinforce safety learning:

• Short daily reminders
• Praise when safe choices are made
• Revisiting role-play scenarios regularly
• Linking safety learning to real events when they arise

This method turns safety skills into permanent habits.

Final Thoughts

Supporting an individual with autism to protect themselves from harm is about more than teaching one-off lessons. It is an ongoing process that combines awareness, skills, communication, and confidence. The support must be consistent and adapted to the person’s individual needs, strengths, and ways of processing information.

By keeping safety training clear, practical, and relevant, you help the person understand risks and make informed choices. Encouraging independence while providing the right safety net helps them live more freely without being exposed to unnecessary harm.