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Signs of autism in children include differences in social communication, sensory sensitivities and repetitive behaviours. They present differently at different ages and between individual children. This guide explains what to look for and when to seek an assessment.
Signs of autism in children can be present from early in development, though they may not be recognised as autism until later when social and communication demands increase. Autism presents very differently between children: there is no single list of signs that applies to all autistic children. Some are identified in toddlerhood; others are not identified until school age or later, particularly those who mask their autistic traits effectively. Parents who notice differences in their child’s development or social communication should seek advice from their GP or health visitor.
SENDhelp places specialist SEN teachers, teaching assistants and support staff in schools and provisions across North London, Bedfordshire, Buckinghamshire and Hertfordshire. If your school needs staff experienced with autism, we can help.
In infancy and toddlerhood, potential signs of autism include reduced eye contact, limited social smiling, not responding to their name, delayed or absent pointing or other joint attention behaviours, limited imitation, absence of babbling or words by expected milestones, loss of previously acquired language or social skills, limited interest in social games and unusual responses to sensory input such as strong aversion to certain textures or sounds.
In the preschool years, signs may include difficulty playing with other children in typical ways, preference for solitary or parallel play, limited pretend play, difficulty following social rules in play, repeating phrases from television or books out of context, strong preference for routine and distress at changes, intense focused interests and unusual sensory responses such as covering ears to everyday sounds.
School can highlight previously less visible autistic characteristics as social and learning demands increase. Signs at school age may include difficulty making and maintaining friendships, finding unstructured social time at break or lunch particularly challenging, strong preference for specific topics, difficulty with the noise and sensory demands of the school environment, interpreting language very literally and appearing to follow social rules mechanically without understanding their purpose.
In secondary school, the social complexity of adolescence can be particularly challenging. Signs at this stage may include increasing anxiety and mental health difficulties, more obvious social isolation, difficulty managing organisational demands, sensory challenges in the large and busy secondary environment, and increasing awareness of being different from peers leading to low self-esteem.
Parents or carers who have concerns about their child’s development or social communication should seek advice from their GP or health visitor. There is no minimum level of concern required to request a referral. Early identification and appropriate support produce better outcomes. The NHS does not impose a lower age limit for autism assessment.
Girls and those socialised female are more likely to mask their autistic traits in social situations, which can make their autism less visible to others. Girls are more likely to engage in social mimicry, copying peer behaviour to appear more socially typical, while experiencing significant social anxiety and effort that is invisible to observers. This contributes to later identification in girls.
For related information see our articles on Autism Signs in Toddlers and Autism Signs in Girls.
Signs of autism are present from birth but may become more apparent as social and communication demands increase. Some children are identified in toddlerhood through developmental screening; others are not identified until school age. The average age of autism diagnosis in the UK is around 5 years, though many autistic people are not diagnosed until much later.
Not necessarily. No single sign indicates autism and autism is not diagnosed on the basis of any individual characteristic. Many signs associated with autism can also be present in children without autism. A formal assessment by qualified clinicians considering the full pattern of development across multiple contexts is needed.
Speak to your GP or health visitor and share your concerns. They can assess whether a referral for a formal autism assessment is appropriate. You can also speak to your child’s school or nursery. Keeping a diary of specific examples of the behaviours or characteristics you have noticed, including when you first noticed them, is helpful.
Visit our Understanding Autism hub for more guides on signs, diagnosis, causes, sensory needs, masking and co-occurring conditions.
The information in this article is provided for educational purposes only and is not intended as medical advice. If you have concerns about autism or any neurodevelopmental condition, speak to a qualified healthcare professional. SENDhelp Education Limited accepts no responsibility or liability for any loss or damage arising from reliance on this content. Any links to third-party websites are provided for convenience only and do not constitute endorsement of their content.
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