For many autistic individuals, the distinction between private and public spaces is not always intuitive. These concepts involve, on the one hand, physical environments (where activities take place) and, on the other hand, social boundaries (what is appropriate to share or do in each setting). Professionals can play an essential role in helping autistic people understand and navigate these differences, promoting autonomy, safety, and social inclusion.

Defining private and public spaces

In the context of boundaries and appropriate/inappropriate behaviours, we will define these spaces as:

● Public spaces are areas shared with others outside one’s close circle, such as streets, schools, workplaces, parks, or even online public platforms. Social norms and community rules influence our behaviour in these spaces.

● Private spaces are personal or restricted areas, such as bedrooms, bathrooms, or private chats, where individuals have more freedom, privacy, and control over their behaviour.

Visual aids (e.g., colour-coded maps or photos) can help illustrate the difference between these spaces.

Why is this distinction challenging for autistic individuals

Autistic individuals may experience differences in:

● Social understanding: Difficulty interpreting unwritten rules about where and how certain behaviours are acceptable.

● Sensory processing: Public spaces can be overwhelming or unpredictable, making them harder to navigate comfortably.

● Generalisation: A behaviour learned as appropriate in one context (e.g., at home) may be repeated elsewhere (e.g., at school), without awareness of context change.

● Privacy concepts: Understanding what information or actions are private (e.g., personal hygiene, emotions, body-related topics) and which are not, may require explicit teaching.

How to support learning about private and public spaces?

Professionals can use structured and concrete teaching strategies:

● Visual supports: Use charts or symbols showing “private” vs. “public” spaces, behaviours, or topics (e.g., using the toilet, hugging, changing clothes, talking about personal issues).

● Social stories and role-play: Model situations where one needs to decide what is appropriate depending on the setting.

● Clear language: Avoid abstract expressions, say “You can do that in your bedroom, but not in the classroom” rather than “That’s not appropriate here.”

● Consistency across settings: Collaborate with family, school, and caregivers to ensure the same language and rules are used.

● Respect for autonomy: Conversations about privacy should aim to build understanding and provide practical tools for safe, informed decision-making, rather than to enforce social conformity.

Topics to address

Depending on the individual’s age and developmental level, topics can include:

– personal hygiene and changing clothes

– touch and affection (who, when, where)

– sharing personal information (online and offline)

– personal belongings and boundaries

– use of technology and social media

– safe and respectful use of public facilities

Consent and bodily autonomy in autism

Teaching consent and bodily autonomy are fundamental to support the safety, dignity, and independence of autistic individuals. These concepts may be complex to teach and navigate, as they involve abstract ideas about personal rights, relationships, boundaries, and social expectations. Caregivers play a key role in teaching these concepts clearly and respectfully, helping autistic individuals recognize and respect their own boundaries and those of others.

Defining Consent and Bodily Autonomy

Bodily autonomy means that every person has the right to make decisions about their own body, about what happens to it, who can touch it, and under what circumstances.

Consent means giving explicit, voluntary permission for something to happen. Consent is only valid if it is freely given (not under pressure, coercion, violence, or threats), informed (the person giving their consent knows what they are consenting to), specific (saying yes to one action doesn’t imply consenting to other following actions), and reversible (it can be withdrawn at any time).

Both ideas emphasise that each person is the ultimate authority over their own body and has the right to say yes or no to an action involving their body. The main message here is: “My body belongs to me! “

Why can consent be challenging for autistic individuals

Autistic people may experience difficulties related to:

● Social communication: Verbal or nonverbal consent may be unclear or misinterpreted.

● Literal thinking: Abstract concepts such as “permission” or “personal space” may need concrete examples.

● Sensory needs and touch: Some individuals may seek or avoid touch for sensory regulation, which can affect how they experience boundaries.

● Compliance history: Many autistic people have been encouraged to comply with adult requests (e.g., “give a hug,” “sit still,” “do as told”), which can make it harder to recognise or assert personal boundaries

How to support the understanding and expression of consent

Professionals can help by:

● Teaching explicit language and signals for giving, refusing, or withdrawing consent (e.g., “I don’t want that,” “Stop,” or visual symbols).

● Using social stories, visuals, and role-play to model everyday situations, like greeting people, receiving medical care, or sharing personal space.

● Reinforcing autonomy by always seeking the person’s permission before touching, moving, or assisting them, and by respecting their response, from the earliest age on.

● Explaining context: Some situations (e.g., medical exams, hygiene care) may require specific actions, but consent should always be obtained beforehand, and comfort should still be prioritised.

● Encouraging self-advocacy by supporting the person to express preferences, set boundaries, and know they can change their mind.

Topics to Address

Depending on age, developmental level, and context, topics may include:

– Personal space and physical contact (hugs, handshakes, etc.)

– saying YES or NO to touch or help

– safe and respectful touch in relationships and friendships

– consent in healthcare or personal care situations

– online communication and sharing images or information

– recognising others’ right to consent or refuse