Autism: How to Support Communication, Social, and Sensory Challenges

Autistic students often struggle not because they can’t learn, but because schools weren’t built with them in mind. From overwhelming environments to misunderstood behaviors, traditional classrooms can create unnecessary barriers to connection and progress.

In this episode of Learning Differently, hosts Lynna and Mike sit down with Dr. Damon Korb to explore how autism shows up in real classrooms and what parents, educators, and clinicians can do to help students feel seen, supported, and successful.

Rethinking Autism

When most people hear “autism,” they picture a set of visible behaviors. But autism isn’t just what we see. It’s how the brain is wired beneath the surface.

As Dr. Damon Korb explains, autistic students often experience differences in three key areas of the brain:

• The frontal lobe, which supports planning, perspective-taking, and flexible thinking.
• The corpus callosum, which helps both sides of the brain communicate efficiently.
• And the amygdala, which processes emotions and social meaning.

These neurological differences shape how a student interprets, reacts to, and interacts with the world around them — not as a deficit, but as a distinct way of processing information.

That’s why “the spectrum” matters. Autism exists along a wide range of strengths and support needs. No two students are the same, and understanding that diversity helps parents and educators move beyond labels to true connection and support.

How Educators and Parents Can Support Students With Autism

Supporting autistic students starts with understanding their experience — not predicting it. Every child on the spectrum learns, feels, and connects in their own way. Early intervention and individualized support can make a tremendous difference, helping students build independence and confidence as they grow.

What many autistic students wish adults understood is that their actions are often misinterpreted, not misintended. They think, communicate, and process the world differently, not incorrectly. When teachers and parents expect them to respond or relate in neurotypical ways, those differences can be mistaken for defiance or disinterest.

Dr. Korb highlights several key areas that are often overlooked or misunderstood:

• Social communication vs. language: A student may have a remarkable vocabulary, but still struggle with eye contact, reading body language, or adjusting tone based on another person’s reactions.
• Imagination and play: Pretend play and creative thinking build flexible, social, and emotional understanding, but some autistic children need intentional guidance and modeling to engage in it.
• Sensory and environmental stress: Crowded hallways, loud assemblies, bright lights, and unpredictable routines can be overwhelming. Even well-meaning activities can quickly lead to overload.

So what helps? Small, thoughtful changes in environment and communication can make a world of difference:

• Offer quiet spaces or noise-reducing options like headphones when needed.
• Use clear, concrete directions supported by visuals or step-by-step cues.
• Build predictable routines with flexibility for breaks or transitions.
• Encourage small-group or one-on-one learning moments to deepen focus and connection.
• And most importantly: see each child through a lens of understanding, not limitation.

When parents and educators collaborate to meet students where they are, the classroom becomes a place where differences aren’t barriers — they’re bridges to better learning.

Common Myths About Autism

Despite growing awareness, autism is still surrounded by misconceptions that can lead to stigma, missed support, and misunderstanding. Dr. Damon Korb helps unpack some of the most common myths and what’s actually true.

Myth 1: All students with autism are geniuses.
Autism is a spectrum, meaning it includes a full range of intellectual abilities. Some autistic people have exceptional skills while others may have cognitive challenges. What often stands out is the unevenness of their skills: a student might struggle in one area but excel in another, creating the illusion of “genius.”

Myth 2: Kids with autism don’t want friends.
Most do — deeply. But friendship can feel exhausting when social cues and perspective-taking don’t come naturally. Some students withdraw not out of disinterest, but from discouragement. Adults can help by teaching social understanding explicitly and creating opportunities for connection through shared interests (like gaming, animals, or robotics) where authentic friendships can grow.

Myth 3: “Everyone’s a little autistic.”
We all have quirks, preferences, and sensitivities, but that’s not the same as autism. Autism isn’t defined by one trait; it’s the presence of many characteristics, at a level that significantly affects daily functioning. Saying “everyone’s a little autistic” minimizes the real challenges neurodivergent students face.

Myth 4: Girls don’t get autism.
They do, but they’re often diagnosed later. Many autistic girls learn to mask their struggles by mimicking social behaviors, staying quiet, or “going along” to fit in. Cultural expectations can make this even more pronounced, delaying recognition and support until adolescence.

Myth 5: Kids with autism lack empathy.
They feel empathy — sometimes profoundly. The difference is in recognizing when to express it. Autistic students may miss subtle emotional cues but show deep compassion in situations they understand clearly, such as injustice or harm to others. Adults can support empathy by making emotions concrete (“I feel sad because…”) and teaching specific ways to respond.

Understanding the truth behind these myths allows parents and teachers to replace judgment with empathy and create the kind of support that helps autistic students thrive.

What Thriving Looks Like

Thriving doesn’t look the same for every student — and that’s especially true for students with autism.

For some, it means going to college, finding meaningful work, or starting a family. For others, it’s discovering a passion, mastering a skill, or simply feeling a sense of belonging. As Dr. Korb explains, many autistic individuals channel their deep focus into remarkable success: as engineers, artists, or even CEOs.

But at its heart, thriving isn’t about achievements or milestones. It’s about happiness and being able to pursue what genuinely interests them, grow at their own pace, and feel proud of who they are.

Take the Learning DNA Quiz

Every student’s brain is wired differently… and understanding those differences is the first step to helping them thrive. Our quick Learning DNA Quiz helps you identify your child’s strengths and challenges so you can provide the support that works best for them.

It’s not about labeling. It’s about insight. When you understand your child’s unique learning profile, you can better support their growth, confidence, and happiness at school and beyond.

Take the quiz today to start building a plan that’s tailored to your child’s needs — and turn understanding into action.