#Safe2BeMe
The #Safe2BeMe project was facilitated by Autism Queensland’s Community Inclusion team, supported by funding from Queensland Family and Child Commission. The co-designed #Safe2BeMe Toolkit was developed to support schools across Queensland to create safer, more inclusive, and supportive educational environments for autistic students.
Introduction to the #Safe2BeMe Toolkit
To better understand what helps autistic students feel safe and supported at school, we wanted to hear their own ideas and experiences. We asked autistic students (Prep – Year 12), “What helps you feel safe at school?” Students shared their experiences through stories, surveys, conversations, drawings and videos.
A student advisory group of autistic secondary students was established to support the co-design and co-development of the #Safe2BeMe Toolkit. This advisory group ensured that autistic voices and experiences were central throughout the project and the final toolkit.
This video provides a brief overview of the #Safe2BeMe project:
Below you will find short videos highlighting autistic student experiences, how-to guides, tips, tools and strategies to support educators in creating safer, more inclusive schools. The co-designed #Safe2BeMe Toolkit is organised under the following solution-focused project themes:
3. Autonomy
Access to Supports
Autistic students of all ages reported that consistent and reliable access to supports helped them feel safe at school. They emphasised the importance of not just having tools and strategies that helped them but also knowing that they could use them whenever they needed.
This video shares real student stories about the importance of having unrestricted access to supports and how these supports help them to feel safe at school.
Resource 1: Poster (Access to Supports)
This poster summarises the key actions school staff can take to ensure students have access to the supports they need to feel safe at school.
Resourse 2: Tip Sheet (Adovcacy Selector Boards)
Advocacy Selector Boards are co-created advocacy tools that visually represent student choices, needs and preferences at school. This tip sheet provides actionable strategies to set up and implement these advocacy tools, increasing students’ access to meaningful supports.
Predictability
Uncertainty and a lack of predictability can cause stress and anxiety, particularly for autistic students. Predictable environments, expectations, and supports create stability for students at school. Knowing what to expect creates a sense of safety and trust that supports regulation and engagement throughout the day.
This video shares student experiences of what it feels like when school is not predictable and insights about the importance of knowing what to expect.
Resource 3: Poster (Predictability)
This poster summarises the key actions school staff can take to increase predictability at school and enhance students’ sense of safety.
Resource 4: Information Paper (The Power of Predictability)
This information paper highlights the importance of predictability at school and the significant benefits it has on student wellbeing, engagement and participation.
Resource 5: Tip Sheet & Printable Resource (Predictability Audit Tool)
The Predictability Audit Tool provides educators and school teams with a clear framework and guide to:
- Self-assess which elements of predictability they already have in place.
- Identify gaps and consider practical next steps, tools, and strategies.
- Prioritise next steps and opportunities to enhance predictability.
Autonomy
Autistic students feel safer at school when they have choices and when they can confidently share their needs, ideas, and preferences. When students feel comfortable asking for help, speaking up, and knowing they will be taken seriously, they feel safer and more in control.
This video highlights the importance of students having choice and control and feeling like their voice matters. You will hear firsthand student experiences of what helps and what school staff can do to make students feel safe and comfortable at school.
Resource 6: Poster (Autonomy)
This poster summarises the key actions school staff can take to empower students—to give them a voice and to make sure their voice is heard.
Meet the artist!
Toby was a member of the student advisory group that played an integral role in the creation and co-design of this toolkit. He is a talented young artist and several of his drawings are featured throughout the #Safe2BeMe Toolkit.
“My name is Toby and I have been making Art since 2019, until this year. I work mainly with pencils and pens, but I have also used markers, watercolours, paint and brushes. I am based in Queensland, Australia. I don’t have formal training, but I learned to make my style from drawing heads and stick figures and boots. What I love about my art is drawing houses, towns, people, cars, cities and books. I draw them funny and it makes me laugh. Art pieces that I am working on in the future are “Lucky Chums” which is based on a TV show that I love. I would love people to know about my art and how proud I am of my work.”
Another artwork by Toby: "Noisy Classroom"
Contact our Community Inclusion Team
For further support, training, or consultation to develop and implement inclusive solutions, contact our Community Inclusion team:
Phone: (07) 3273 0000
Email: [email protected]
Learn More: autismqld.com.au/consultancy-services
