Doha, April 27 (QNA) - Qatar Foundation (QF) has highlighted flexible and inclusive approaches to help autistic students across Qatar, particularly amid challenges linked to the shift towards virtual learning.

Commenting on these efforts, Lulwa Al Darwish, Assistant Principal at Renad Academy, part of Qatar Foundation's (QF) Pre-University Education, said: "Online learning significantly disrupted the predictable routines that many autistic students rely on for a sense of safety and regulation. The sudden shift from structured school environments to home settings created uncertainty, particularly for students who depend on visual schedules, consistent transitions, and clear expectations.

"However, for some students, being in a familiar home environment reduced sensory overload and allowed for more flexible pacing. And this highlighted how critical it is to intentionally recreate structure - even in virtual settings."

Al Darwish explained that consistency and predictability were key to supporting emotional regulation, with strategies such as visual timetables, clear session routines, short, structured tasks - with clear, achievable expectations - and familiar communication systems proving most effective. "Co-regulation with a trusted adult – often a parent – played a vital role," she added. "And families in Qatar showed remarkable adaptability. They became co-educators, and their insights were invaluable in tailoring approaches to each child. This period reinforced that when families feel empowered and supported, outcomes improve significantly."

The importance of parental involvement was further emphasized by Dr. Aboud Babiker Ali Eltom, Attending Physician, Developmental Pediatrics, Sidra Medicine, a member of QF, who explained that parents played a dual role as both emotional support and co-facilitators of learning.

"Parents and teachers can work together to find consistent solutions to academic and behavioral challenges," he explains. "Ongoing communication allows lessons to be adjusted based on parents' insights into the child's emotional state, sensory sensitivities, and engagement levels."

For example, Dr. Eltom says, liaising with parents to ensure that virtual sessions take place in a low-sensory environment at home – including minimizing distractions such as controlling noise, lighting, and visual stimuli – which help create a calmer, more focused atmosphere.

"This parent-teacher collaboration enables tailored strategies and ensures continuity between home and school environments, helping to monitor and support the child's emotional wellbeing throughout remote learning," he said.

With the return to in-person learning, some students may face challenges re-adjusting to the classroom. Dr. Eltom explained that this transition can lead to increased anxiety or behavioral difficulties. However, with the right support strategies in place students are more likely to regain confidence and adapt successfully. And, he added, remote learning has shown several psychological benefits for autistic students that could be useful in future education.

"Learning in a familiar home environment helped reduce sensory overload, allowing children to feel more comfortable and less anxious, while self-paced learning allowed deeper engagement with content and reduced anxiety," he says.

"Increased use of technology enhanced independence in accessing learning materials and communicating with teachers, and the flexibility of remote learning gave students more opportunities to manage their emotions and energy. Ultimately, online learning gave more chances to be creative and show what they learned in different ways."

Looking ahead, Al Darwish emphasizes the need for systems that are both flexible and structured to better support autistic learners during times of disruption.

"We need environments where predictability, clear expectations, and individualized support are always prioritized," she says. "Investing in parent partnerships, staff training, and accessible digital tools is essential. There must also be a focus on preparedness – ensuring routines, communication systems, and support strategies can transition seamlessly across settings.

"The goal is to build resilient, inclusive environments that can adapt without compromising the wellbeing and dignity of autistic learners."

This focus on accessibility and coordinated support is reflected in wider efforts by QF, which recently introduced its new digital Autism Community Hub to bring together services, expertise, and guidance in one place. As the first phase of its long-term autism strategy, the platform is designed to simplify how families and professionals access support, helping them more easily navigate available services and resources across Qatar. (QNA)