Autism in the Bangladesh Context

Across Bangladesh, schools serve children with a wide range of communication styles, learning needs, and behaviours. Many of these children may be autistic, many remain undiagnosed, and almost all require classrooms that are predictable, structured, and emotionally safe. For most teachers in Bangladesh, autism is not part of their training—and yet autistic learners are present in every district, in every school type, and in every classroom size.

This introductory chapter provides a clear, evidence-informed understanding of:

• autism in Bangladesh today
• the realities of school environments
• why teachers often recognise autistic traits before anyone else
• what educators can and cannot do
• how schools can support students without specialist resources

It sets the foundation for the practical guidance that follows in the EBTD Guide to Autism in Bangladeshi Schools, including pages on understanding autism, inclusive school design, classroom strategies, and working with families.

Autism in Bangladesh Today: What the Evidence Shows

Bangladesh has made significant strides in autism awareness over the past decade. Institutions such as the Institute of Paediatric Neurodisorder and Autism (IPNA), BSMMU, the National Academy for Autism and Neurodevelopmental Disabilities (NANND), and disability services under the Department of Social Services (DSS) now play key roles in clinical assessment and family support.

Despite these advances, autism remains substantially underdiagnosed across the country:

• National estimates suggest more than 300,000 autistic children, though the true number is almost certainly higher.
• Urban districts, especially Dhaka, have far greater access to screening and specialist services.
• Rural districts show extremely low identification rates—sometimes below 0.1%—due to limited services, stigma, and low awareness.
• Families often travel long distances to obtain assessment, and many cannot access services at all.

This creates a situation where schools become the central place where autistic traits first become visible, yet teachers rarely have the training or resources to understand or respond to what they see. The later page on Understanding Autism in the Classroom unpacks what these traits may look like in everyday lessons.

The Reality Inside Bangladeshi Classrooms

Whether in a government school, private English-medium school, madrasa, or NGO-run classroom, teachers across Bangladesh face similar challenges:

• 40–70 students per class
• high noise levels
• limited physical space
• very few teaching assistants
• highly verbal instruction
• exam-focused pressure
• limited SEN or behavioural training

In these conditions, autistic traits often present in ways that can be misunderstood as poor behaviour, defiance, laziness, lack of respect, or “not listening.”

Teachers may encounter a child who:

• avoids eye contact even when spoken to
• repeats phrases or scripts from TV or memory
• cannot cope when routines change suddenly
• becomes overwhelmed by noise, crowds, or touch
• excels academically but struggles during group work
• shuts down or refuses to write
• reacts strongly to small frustrations

Without understanding autism, teachers may interpret these behaviours through a disciplinary lens. This leads to frustration for teachers and distress for students—even though the behaviour is often a communication of unmet need, not intentional misbehaviour.

One of the core aims of this guide is to shift the response from “This child is misbehaving.” to “What need is this behaviour signalling?” This shift alone can transform a learner’s experience of school. For practical ways to do this, see Classroom Strategies for Autistic Learners.

Schools Are Often the First Window of Awareness

Because access to diagnosis is uneven and often delayed, most autistic children arrive at school without anyone having named or explained their differences.

Teachers may notice patterns long before parents do. Sometimes teachers see more hours of a child’s behaviour per day than families see at home. This makes teachers key partners in recognising when a child may need support.

However—and this is essential—teachers noticing patterns is not the same as diagnosing a condition.

A child may display autistic traits due to:

• autism
• anxiety
• sensory sensitivity
• communication delay
• trauma
• learning difficulties
• social pressure
• environmental stress

This is precisely why schools must interpret behaviour, not label it. The page on Working with Parents and Families explores how to share observations with families without using diagnostic language.

Essential Safeguarding Statement: This Guide Is NOT for Diagnosis

To protect children and uphold professional standards, it is critical to state clearly:

This guide must never be used to diagnose autism.
It does not replace clinical assessment.
It must not be used to label children.

Formal diagnosis can only be made by qualified clinicians through recognised services such as:

• IPNA, BSMMU
• NANND
• registered Child Development Centres
• approved professionals within the Ministry of Health & Family Welfare

Incorrectly labelling a child as autistic—or assuming a child is not autistic—can cause harm. It may affect how teachers interact with them, impact peer relationships, and influence how families understand the child’s behaviour.

Our approach is different: teachers observe and support; clinicians diagnose. The rest of the guide focuses on what educators can control: classroom practice, school culture, and communication with families.

What Teachers and School Leaders Can Do

Although schools cannot diagnose autism, they can play a powerful role in support.

This guide equips educators to:

• observe thoughtfully
• respond compassionately
• reduce barriers to learning
• adapt teaching without extra funding
• make environments more predictable and calm
• communicate sensitively with families
• support children regardless of diagnosis status

These are educational responsibilities—and they make an immediate difference.

The strategies outlined in this guide are based on:

• WHO recommendations for neurodevelopmental support
• UNESCO guidance on inclusive education
• research on structured teaching, communication support, and emotional regulation
• adaptation to the realities of Bangladeshi classrooms

Every practice shared here benefits all students, not only autistic learners. The next page, Building Inclusive Schools in Bangladesh, explores how to embed these ideas at whole-school level.

The National Commitment to Inclusion

Bangladesh has stated clear national priorities for strengthening support for learners with diverse needs, embedded in:

• Education Sector Plan (2020–2025)
• National Education Policy
• Persons with Disabilities Rights and Protection Act (2013)
• partnerships with UNICEF, WHO, and UNESCO

These frameworks emphasise:

• Access
• Participation
• Achievement

This guide operationalises these goals for everyday school life. It shows teachers and leaders exactly how to build classrooms and schools where autistic learners can thrive—even when resources are limited.

Why This Guide Matters Now

With increasing awareness, expanding national policy, and more families speaking openly about autism, Bangladeshi schools are entering a new era of inclusive practice. Yet understanding remains uneven, and many teachers still feel unprepared.

This guide exists to:

• reduce misunderstanding
• strengthen teacher confidence
• remove stigma
• offer realistic strategies
• build bridges between families and schools
• ensure that no child is excluded because of behaviour we do not yet understand

Every child deserves to feel safe, understood, and able to learn. Every teacher deserves the knowledge and tools to make that possible.