Spotlight on Creating Safe Spaces with Scott Neilson of Autistically Scott
How to build safe environments for Autistic and otherwise Neurodivergent people
Scott is an Autistic Trainer, Mentor & Consultant based in Scotland. They have several years of experience supporting Autistic people, in addition to delivering a variety of training sessions and presenting at conferences to numerous professionals and groups. Scott also holds a Postgraduate Certificate in Autism. Additionally, they work with organisations such as AUsome Training and GROVE Neurodivergent Mentoring & Education.
Scott is a co-author of the books Creating Safe Spaces for Autistic People and Gabby’s Glimmers. This article is influenced by the safe spaces book that Scott co-wrote with
.
Scott writes…
This article covers creating safe spaces. Essentially, why it is important that we work towards safe spaces and what this can look like on a practical level for groups, organisations and individual practitioners.
Content warning: mentions of suicide and genocide
I preface by sharing that I have found it very difficult to write this article. It feels like something that would be quick to put together given that the subject is based on a book that I co-authored. However, reflecting on this topic feels incredibly difficult as it is impossible to not think about those who do not have the privilege of safe spaces.
The rights of trans people are continually under threat, DEI programs are being abolished, the genocide in Palestine and the suffering that the people of Gaza continue to endure are among the horrific things happening right now in the world. Hence, it is more important than ever for each one of us to work towards creating safe spaces. It is also paramount to recognise the privilege of those of us who currently have what we would consider to be safe spaces.
Introduction
The idea of everyone being able to access settings where they feel free to be themselves without fear of judgement, discrimination and harm feels like something that would be a given. Tragically, we know that this is not the case. In relation to Autistic and otherwise Neurodivergent people, many of our community members are at an elevated risk of anxiety, burnout and suicide (Cassidy et al., 2018; Jenkinson et al., 2020; Raymaker et al., 2020). Loneliness and isolation are also reported as being significant issues (Grace et al., 2022; Jones et al., 2022). The unfortunate reality is that a large number of the community do not have spaces where they feel safe. Consequently, this leads to increased risks of trauma and mental health difficulties. Traditionally, many services and programs have positioned Neurodivergent individuals as the problem, as opposed to recognising how the environments that people are exposed to can contribute to the mental health issues mentioned above (Beardon, 2017).
Anecdotally, I have experienced tremendous feelings of safety through participating in Autistic spaces i.e. events that are designed by and for Autistic people. Some examples of this include Autscape (an annual Autistic-led retreat in the UK) as well as conferences hosted by AUsome Training (an Autistic-led organisation in Ireland). There was an incredible sense of belonging at these events and it blew me away how freely people were able to cater to their needs, such as through stimming openly and communicating authentically. There is always a significant mental and emotional crash after leaving such events and transitioning back to a world where we do not have spaces that feel this safe to us. However, despite the difficulty with transitioning away from these events, they also provide me with some optimism. If we can get it right within these spaces, then surely it is possible for us to cultivate this everywhere else.
Before I move onto the next sections, it is worth noting that what encompasses ‘safe spaces’ is quite broad. These can apply to events like conferences, conventions, support groups, down to education, healthcare systems and even households. Essentially, there are opportunities for working towards these spaces everywhere. Additionally, it is important to acknowledge that it would not be possible to design a space that feels safe for everyone due to the heterogeneity of human needs. Ultimately, what may be safe for one person can be unsafe for another. However, it is still crucial to strive towards making the spaces we inhabit to be as safe as possible.
Principles of Safe Spaces
One essential component of developing safe spaces is providing courtesy i.e. considering the needs of people before they even attend an event, group or session. This is influenced by the principles of Universal Design, where environments are set-up to suit a variety of needs from the outset, rather than resources only being added on after launching a space. Through thinking about the needs of Autistic and otherwise Neurodivergent people before they enter a space, this could contribute towards alleviating anxiety and make people feel that their needs are truly being considered by the organisers or facilitators. A crucial feature of this is ensuring that there are various methods of communication and participation available. Therefore, the following might be worth considering:
Can people contribute via writing on paper, whiteboards or drawing something rather than speaking out loud?
Can people email or message any questions or input they have before or after a session?
Could staff involved with the space record brief introduction videos so that participants have an idea of who will be there and who they will meet?
Overall, the more communication options there are available, the greater accessibility that there will be within any space. Relatedly, being clear about the details and expectations of the space is another critical element. Some examples include:
Maps of how to enter the venue and where to go or wait
Images and videos to show what the space looks like
Where any breakout spaces are
Where the toilets are
Are there key contacts available for attendees to check in with who can answer any questions?
All of this helps to ensure that anyone accessing a space has the information that they need prior to attending. For any service with websites, having frequently asked questions (FAQs) sections available online can answer the common questions that people have. The more details that are provided, the more thought that has gone into something, thereby indicating to potential participants that it may be trustworthy and worth pursuing. Furthermore, it may benefit people to receive opportunities to request what they need ahead of time, such as through an email they can send any questions or information to. Doing so will help ensure that they have their needs and considerations met. These aspects not only benefit Neurodivergent people, but it helps everyone who is curious about accessing a group, event or session.
Moreover, we cannot underestimate the impact of language. Historically, Autistic and otherwise Neurodivergent people have been described through pejorative and deficit-based terms. This not only accentuates stigma in society but can contribute to individuals developing negative self-perception and low self-esteem (Bottema-Beutel et al., 2021; Farahar, 2021; Gernsbacher, 2017). For example, using terms such as “disorder”, “condition” and “impairments” to refer to Neurodivergent people is likely to suggest to people from those communities that the space is unsafe. Consequently, such pathologising language may discourage people from attending. Contrarily, inclusive and affirming language is found to reduce stigma and support individuals’ wellbeing (Bottini et al., 2024; Hutson & Hutson, 2024). Therefore, reflecting on the language that we display on our websites, posters and policies is crucial for reducing stigma. Various guides have been produced on neuro-affirming language (see suggested resources at the end of this article) and it is imperative for any event facilitators or organisations to follow and embed these.
Accessibility needs are also an essential component in the development of a space. This may entail thinking of the following elements:
If you are an event or group organiser, what are the appropriate times for hosting something for the demographic you are aiming this at?
For physical spaces, what are the options for travel routes and parking spaces?
Are there accessible toilets and are these readily available?
What refreshments and snacks are available and does this cater to a variety of needs?
Are there financial barriers that could prevent people from accessing the space and if so, is there anything that could be done to support people with this?
Another essential thing to consider is the vision and mission statement of the space. This will need to be regularly updated with the organisers and staff who manage the groups or events. Also, what steps and actions are being taken to ensure that this statement is met? Developing safe spaces is an ongoing process, not a destination that we arrive at after completing a few steps. In addition, fluctuating needs are inevitable given the diversity of humans that will access our spaces; therefore, it is imperative to always be considerate of new people, changing needs and how the environment can be adapted over time.
To support this, taking part in regular ongoing education that is delivered by various members from marginalised communities can help facilitators with the development of their spaces. This includes recognising the importance of intersectionality and reducing barriers for those trying to access our spaces. For example:
Does your education include racialised people and ethnic minority groups?
Are you taking part in anti-racist work?
Are you learning from trans and non-binary people?
Are you listening to non-speakers?
Are you listening to learning disabled people?
Thus, it is imperative that a variety of perspectives and lived experiences are listened to, as opposed to just utilising ongoing education or CPD as a tick box exercise. There is also immense privilege in safe spaces. For example, Black people may not feel safe in joining predominantly white spaces due to racism. Additionally, organisations and events which centre cis and heteronormativity are likely to feel unsafe for members of the LGBTQ+ community. Therefore, to be truly neuro-affirming and develop safe spaces, we must also take intersectionality into account. There is no neuro-affirming without being anti-racist and LGBTQ+ affirming.
Furthermore, the continual reviewal of spaces is of vital importance. It is not enough to receive a day’s training course or to advertise hosting one inclusive event then subsequently that organisation or group becomes a safe space. Given the diversity of needs of people who will be trying to access events and activities, there will always be new things that need to be implemented to evolve the space. Sensory audits are essential reviews for identifying any triggers for participants and finding ways to mitigate or remove any stressors before people access the space. Furthermore, allowing participants the opportunity to contribute feedback on a weekly or monthly basis is a key aspect of this process.
Flexible Approaches
When supporting Autistic and otherwise Neurodivergent people, opportunities for flow states are vital. This refers to an experience whereby individuals can immerse in an activity and filter out numerous stimuli around them. Interruptions to this flow can be disorientating and result in distress for the individual being removed from this. Therefore, it is important to be mindful if participants are engaged in flow states. This may lead to more flexibility being required around transitions with activities or discussions, particularly for those who are monotropic and are likely to find themselves in flow states (Heasman et al., 2024; Murray et al., 2005). Further information on the theory of monotropism can be found at the resources signposted at the end of this article.
Additionally, implementing flexible approaches must involve an acceptance of fluctuating capacity. Given that many Neurodivergent people have a range of medical conditions as well as heightened sensory systems, there can be several factors that impact on their capacity to participate (Donaghy et al., 2023; Yi & Heidari Matin, 2025). Similarly, Autistic people are found to process more information at resting states compared to non-autistics (Pérez Velázquez & Galán, 2013). As a result, it is essential to respect that some participants may need to leave a group or event early or be unable to attend each session. Further shame or putting the person on the spot for this will likely decrease the chances of them being able to engage with your space.
Below are some other things to consider in terms of flexible approaches:
Offering opportunities for breaks, such as to the toilet or for food when needed, as opposed to only allowing this at certain times
Allowing participants to opt out of activities when needed
Not putting people on the spot through icebreakers or being called out
Providing regular check-ins with participants to support interoception needs (as they may forget to take breaks and look after their bodily needs)
Be directed by the participants interests as opposed to expecting them to only engage with the scheduled activities
Moreover, when facilitating online spaces there are numerous things that can be implemented to make these as accessible as possible:
Options for participants to have their camera and microphone off
Recurring online links that are sent out as routine reminders
Offer attendees the opportunity to contribute to the chat via text, using emojis or memes over speaking
Name of the sign-ups must match the name displayed when they join the online event or session
Provide regular breaks throughout the event or session
Moreover, for practitioners working on a one-to-one basis, such as coaches and therapists, there is also a responsibility of working towards safe spaces. Part of this entails respecting the range of communication needs of the people they support. For some individuals, the traditional sitting and talking may make them feel unsafe and anxious. Alternatively, they might benefit from walking and talking or to engage in activities with the practitioner instead. Others may need a longer time to build trust, such as through the professional expressing curiosity in what the individual is interested in or wants to focus their sessions on.
Lastly, a crucial component of all of this is adopting an experience sensitive approach (McGreevy et al., 2024), whereby the subjective experience of each individual is valued and accepted. This encourages those involved in designing spaces to be curious of the needs of the people they engage with, seeking to collaborate with them as opposed to creating power imbalances that dismiss their perspectives. Ultimately, safe spaces must focus on dismantling neuroconformity and honouring what is meaningful for the participants who interact with those spaces.
Things you can consider as a person seeking safe spaces (as an individual or as parents)
What supports are available within the space?
What do you personally want to get out of the space?
What is their vision statement and ethos, and does it align with your own values?
What information do you need to feel comfortable accessing a space?
For professionals and organisers who are facilitating spaces:
Are there any policies or practices that could disadvantage people in your spaces (communication, behaviour, etc)?
Are you listening to a variety of perspectives and experiences as opposed to one group or demographic?
How do you involve lived experience educators in the progression of your space?
Are you offering participants regular opportunities to contribute feedback on how to improve the space?
Conclusion
Overall, the responsibility for creating safe spaces is on all of us. Given the times that we currently live in, it is more important than ever that we all strive towards creating safer spaces in our communities and services. It is a fundamental human right to feel safe and find a sense of belonging. Never underestimate the impact that you could have as an individual or an organisation in providing safe spaces for people.
Lastly, please consider donating to support the people of Gaza, who also have a right to safe spaces. Several Neurodivergent people contributed towards an eBook that can be accessed via proof of donations to charities supporting Palestinians. A full list of charities and how to donate to them can be found here.
Learn more from Scott:
'Creating Safe Spaces for Autistic People' book
Outside the Box (suitable for Irish buyers)
Additional Resources, Advocates and Organisations:
How to Talk about Autistic Ways of Being
Autistic Mutual Aid Society Edinburgh
Scottish Ethnic Minority Autistics
Scottish Women’s Autism Network
GROVE Neurodivergent Mentoring & Education
References
Beardon, L. (2017). Autism in adults (2nd ed.). Sheldon Press.
Bottema-Beutel, K., Kapp, S. K., Lester, J. N., Sasson, N. J., & Hand, B. N. (2021). Avoiding Ableist Language: Suggestions for Autism Researchers. Autism in Adulthood, 3(1), 18–29. https://doi.org/10.1089/aut.2020.0014
Bottini, S. B., Morton, H. E., Buchanan, K. A., & Gould, K. (2024). Moving from disorder to difference: A systematic review of recent language use in autism research. Autism in Adulthood, 6(2), 128-140. https://doi.org/10.1089/aut.2023.0030
Cassidy, S., Bradley, L., Shaw, R., & Baron-Cohen, S. (2018). Risk markers for suicidality in autistic adults. Molecular Autism, 9, 42. https://doi.org/10.1186/s13229-018-0226-4
Donaghy, B., Moore, D., & Green, J. (2023). Co-Occurring Physical Health Challenges in Neurodivergent Children and Young People: A Topical Review and Recommendation. Child Care in Practice, 29(1), 3–21. https://doi.org/10.1080/13575279.2022.2149471
Farahar, C. (2021, June 25). A rose by any other name would smell…of stigma (or, the psychologically important difference between being a “person with autism” or an Autistic person). UCL. https://blogs.ucl.ac.uk/stigma-research/2021/06/25/a-rose-by-any-other-namewould-smellof-stigma-or-the-psychologically-important-difference-betweenbeing-a-person-with-autism-or-an-autistic-person-by-dr-chloe-farahar/
Gernsbacher, M. A. (2017). Editorial Perspective: The use of person-first language in scholarly writing may accentuate stigma. Journal of child psychology and Psychiatry, and Allied Disciplines, 58(7), 859–861. https://doi.org/10.1111/jcpp.12706
Grace, K., Remington, A., Lloyd-Evans, B., Davies, J., & Crane, L. (2022). Loneliness in autistic adults: A systematic review. Autism: The International Journal of Research and Practice, 26(8), 2117-2135. https://doi.org/10.1177/13623613221077721
Heasman, B., Williams, G., Charura, D., Hamilton, L. G., Milton, D., & Murray, F. (2024). Towards autistic flow theory: A non‐pathologising conceptual approach. Journal for the Theory of Social Behaviour. Advance online publication. https://doi.org/10.1111/jtsb.12427
Hutson, P., & Hutson, J. (2024). Empowering Neurodivergence: The Role of Positive Language in Challenging Systemic Ableism. 1. 1-11. https://www.researchgate.net/publication/389166980_Empowering_Neurodivergence_The_Role_of_Positive_Language_in_Challenging_Systemic_Ableism
Jenkinson, R., Milne, E., & Thompson, A. (2020). The relationship between intolerance of uncertainty and anxiety in autism: A systematic literature review and meta-analysis. Autism: The International Journal of Research and Practice, 24(8), 1933-1944. https://doi.org/10.1177/1362361320932437 (Original work published 2020)
Jones, S. C., Gordon, C. S., Akram, M., Murphy, N., & Sharkie, F. (2022). Inclusion, Exclusion and Isolation of Autistic People: Community Attitudes and Autistic People's Experiences. Journal of Autism and Developmental Disorders, 52(3), 1131–1142. https://doi.org/10.1007/s10803-021-04998-7
McGreevy, E., Quinn, A., Law, R., Botha, M., Evans, M., Rose, K., Moyse, R., Boyens, T., Matejko, M., & Pavlopoulou, G. (2024). An Experience Sensitive Approach to Care With and for Autistic Children and Young People in Clinical Services. Journal of Humanistic Psychology, 0(0). https://doi.org/10.1177/00221678241232442
Murray, D., Lesser, M., & Lawson, W. (2005). Attention, monotropism and the diagnostic criteria for autism. Autism: The International Journal of Research and Practice, 9(2), 139-156. https://doi.org/10.1177/1362361305051398
Pérez Velázquez, J. L., & Galán, R. F. (2013). Information gain in the brain's resting state: A new perspective on autism. Frontiers in Neuroinformatics, 7, 37. https://doi.org/10.3389/fninf.2013.00037
Raymaker, D. M., Teo, A. R., Steckler, N. A., Lentz, B., Scharer, M., Delos Santos, A., Kapp, S. K., Hunter, M., Joyce, A., & Nicolaidis, C. (2020). "Having All of Your Internal Resources Exhausted Beyond Measure and Being Left with No Clean-Up Crew": Defining Autistic Burnout. Autism in Adulthood, 2(2), 132–143. https://doi.org/10.1089/aut.2019.0079
Yi, Y. J., & Heidari Matin, N. (2025). Perception and experience of multisensory environments among neurodivergent people: systematic review. Architectural Science Review, 1–19. https://doi.org/10.1080/00038628.2025.2462569
Other pieces in the ‘Spotlight on…’ series
Spotlight on Resilience with Marie Hutchinson-Ralph of Creative Neurodivergent
Spotlight on Synaesthesia with Nicola Rose, Film Writer and Director
Spotlight on Autistic Meltdowns with Mati Boulakia-Bortnick, The Autistic Coach
Spotlight on Navigating Ableism and Barriers with Jill Holly, Creative Counsellor & Supervisor
Spotlight on What Neuroaffirming Practice Really Means with Gráinne Warren, Play Therapist
Spotlight on Dyslexia at Work with Liz Evans, The Untypical OT
Spotlight on Accessible Hiring Practices with Marion McLaughlin of Aurora Consulting
Spotlight on Autistic Mental Health with David Gray-Hammond of Emergent Divergence
Spotlight on Helping Neurodivergent Children to Write with Munira Adenwalla, OT4Kids
Spotlight on Belief and Disbelief with Bex Milgate, Psychotherapist and Psychoeducator
Spotlight on Monotropism with Helen Edgar of Autistic Realms
Spotlight on Autistic Burnout with Viv Dawes of the Autistic Burnout Network
Spotlight on Celebrating Neurodivergence with Teo Byrne of SENDwise Hub
 | A guest post by
|