Only 30 per cent of autistic adults are in any sort of paid employment.

At Thames Valley School, part of Liberty Academy Trust, that would mean just 24 of our 73 pupils securing paid work. That cannot be allowed to happen. Work experience is the first step to changing that trajectory, and too many autistic pupils are missing out.

For most of us, work experience is a milestone. It is a chance to step into the adult world, try a career and discover skills we did not know we had. For autistic pupils, it should be no different.

Barriers and pushback

Yet systemic barriers such as misconceptions, lack of awareness and rigid processes often keep these young people from the same opportunities.

Last year, four of our pupils attended a placement at a residential home. Although staff were welcoming, adults’ nervousness meant the pupils’ activities were limited to a brief stocking task and sitting with residents.

Their enthusiasm to learn was clear, but the experience fell short of what a neurotypical pupil might have been offered. Sadly, this reflects a broader pattern.

A different approach

However, other employers have taken a very different approach.

Morgan Lovell and Overbury worked closely with us to create tailored insight sessions for all pupils in Years 7 to 11, including practical workstations and introductions to roles across the construction sector.

Thames Water also visited the school to show pupils the wide range of careers within the company, including roles linked to weather.

These opportunities have been invaluable in challenging stereotypes and highlighting our pupils’ strengths, from problem solving to their positive, inquisitive approach to learning.

Anticipating prejudice

This is important. Many autistic pupils feel they have to hide who they are.

One in 10 autistic workers report they cannot disclose their diagnosis to colleagues, and fewer than half feel able to share it beyond HR or a line manager.

This is not about being difficult. It is about anticipating prejudice.

Employers value focus, dedication, creativity, problem solving and attention to detail - all qualities our pupils have. They just need a supportive environment to demonstrate them.

The recent curriculum and assessment review makes this clear. It sets out a vision for a “world-class curriculum for all”, and highlights the fact that pupils with special educational needs or disabilities often face barriers to progress.

The review stresses that enrichment, careers guidance and work-related learning are core elements, not optional extras.

Vital skills

For autistic pupils, these opportunities are essential for building independence, transferable skills and confidence - exactly what will enable them to succeed beyond school.

Yet schools face real challenges. Finding placements is difficult for any pupil. For autistic pupils, it is harder still.

Employers may be reluctant to engage due to misconceptions or a lack of awareness. Without intervention, we risk limiting what these young people can achieve before they even leave school.

Schools, employers and policymakers all have a role to play. Schools must ensure work experience is accessible and well supported.

Employers must recognise the value of neurodiverse candidates and design placements that match their strengths. Policymakers must embed equity and inclusion in practice, so opportunities are expected, not exceptional.

Opportunities to flourish

At Thames Valley School, we see every day that when autistic pupils are given equitable opportunities, they flourish.

They are not just participants; they are contributors. They bring energy, humour, dedication and ingenuity to every task. Work experience allows them to shine, translate their talents into employable skills and imagine futures that are purposeful and fulfilling.

Education is about more than exams; it is about giving all pupils the tools, confidence and experience to thrive in life.

For autistic pupils, work experience is a cornerstone of their education. It is how we move from recognition on paper to meaningful change in practice. It is how young people leave school not just qualified, but ready to contribute, succeed and thrive.

If we want a future where autistic adults are employed, valued and thriving, we cannot wait. Work experience must be accessible, well supported and embedded for all pupils.

When schools, employers and policymakers act, autistic pupils do not just participate; they lead, innovate, and transform. Work experience is not a privilege; it is a right.

Becca Archer is careers lead at Thames Valley School

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