The number of autistic students in the Balearic Islands has increased by 445% in eight years.

PalmThe number of students diagnosed with Autism Spectrum Disorder (ASD) enrolled in public and private schools in the Balearic Islands has increased by 445% in less than a decade, a situation that has forced teachers to improve learning processes and teach "at breakneck speed" to adapt to new realities. This is one of the main conclusions of the study. Educational characteristics of students with ASD, included in the Yearbook of Education of the Islands, presented this Thursday and prepared by the Educational and Social Research and Training Group (GIFES) of the UIB, with the support of the Guillem Cifre de Colonya Foundation.

The study, authored by David Sánchez, emphasizes the importance of knowing that this disorder "is not a disease and cannot be cured, but rather a condition of the neurocognitive development of students for life." The text calls for strengthening the potential and peculiarities of autistic students to "truly" promote their inclusion and attention to diversity with "students who have a neurocognitive development process different from that of their classmates, neither better nor worse." Sánchez emphasized the importance of understanding that autistic students are much more than students who present difficulties with socialization and communication and that by understanding their characteristics and needs, inclusiveness can be discussed. "We are trying to change the false stereotypes associated with autistic students through a more humane and educational approach," the researcher points out.

With a sample of more than 60 cases between 2020 and 2024, the study analyzes the evolution of those diagnosed in public and private schools to determine challenges and describe the most important educational characteristics for developing teaching and learning. In a widespread context of students with educational support needs, the number of autistic students in schools in the Balearic Islands has increased from 955 in the 2017-18 academic year to 4,256, according to the latest available figures (3,261 were added to the system in eight years).

David Sánchez's study draws attention to the characteristics that complicate the school reality of autistic students and to their subsequent assessment and actions. "Sometimes, teachers start from false stereotypes that can influence the identification, diagnosis, and implementation of support measures," she notes. The research emphasizes that every neurodivergent student is different and urges us to "not generalize behaviors, aptitudes, and attitudes simply because of an ASD diagnosis" and to "avoid prejudices," since most of the challenges faced by students with ASD can be addressed with the involvement of families, teachers, and other professionals.

Associated educational difficulties

The study also reviews the difficulties associated with autistic students. Sánchez details social disturbances and a refusal to interact; communication and language disorders; behavioral disturbances that can manifest with obsessive, deviant, or aggressive behavior in some cases; cognitive disturbances; hypersensitivities; and other aspects. Teachers' failure to understand the specific characteristics of neurodivergent students leads many to expect general educational advice to extrapolate to the classroom, "without understanding that there are no generic solutions for all ASDs" and that help will depend on each student's personal, clinical, and family circumstances.

Regarding the socialization and communication difficulties of these students, the study indicates that teachers must be aware that they may be rejected, excluded, or isolated from their classmates. Failure to act would prevent them from contributing their unique way of seeing the world to society. "Unfortunately, it's common to see these students alone in the playground, interacting with screens on many occasions," Sánchez points out, also reminding everyone that schools have tools to develop these young people's social skills.