Prevention of absenteeism and school failure in students with ASD: Improving the transition from primary to secondary school

If the ASD students have a prolonged absence from school can result in: 

• Academic underachievement: students who are likely to be absent more often may face circumstances causing them to exhibit behaviours (e.g., lack of motivation) that also hurt test scores. They also missed learning and knowledge opportunities. This also sets a precedent for a reduction or loss of confidence and self-confidence, often becoming a vicious circle.
• Losing structure in their day and fewer routines: early morning starts tend to disappear, waking up very late and losing sleep habits (sleep disorders may appear). They try to occupy their free time in leisure-based activities, (e.g., watching TV, using computers or video games and/or social media). These activities often prevent a return to school as they are non-challenging and non-anxiety provoking comparing the social situations in school. This makes they feel comfortable and safe in their own environment with little change and few surprises.
• Perceived inability to cope with developmentally normal challenges. This also makes them feel different form the rest of their peers, acquiring negative self-concepts of themselves. This can lead to fear of school, fear of failure and excessive perfectionism, which generates very high levels of anxiety. Their anxiety increases since a specific intervention is rarely carried out for it, and it tends to intensify each time they are asked to do something outside of their comfort zone (e.g. going to school, socializing or going on a trip)
• Related to the above, becoming more socially alienated and have more difficulty making friends. When they have to work in a team, their socialization suffers and it is very difficult for the deal with it.
• The greater the number of days they are absent or the more number of times, a feeling of dread arises in anticipation of situations that could cause isolation, uncertainty about what will happen when they returns, the judgments that will be made about them or the behaviours and thoughts of their peers. 
• Increased aggressiveness: when they feel threatened and forced to go to school, they use aggressiveness or flight as a defence mechanism directed at parents or supporting adults 
• Engagement in premature sexual activity.