School trips are often remembered as a highlight of childhood education. Whether it’s exploring a castle, visiting a museum or spending the day at a farm or zoo, these experiences offer something the classroom often cannot: learning that is immersive, memorable and often exciting.

For autistic children, school trips can be both highly valuable and, at times, unintentionally inaccessible. One of the most significant challenges is sensory overload. Busy, noisy and unpredictable environments can lead to anxiety or distress for children, particularly when their routines are disrupted.

Alongside this are other barriers. Teachers may feel underprepared to support autistic pupils in a new environment. Logistical pressures such as staffing ratios, risk assessments and time constraints may limit what schools feel able to offer.

My previous research, drawing on the perspectives of primary school teachers, found that they have concerns that behaviour, safety and support needs can create barriers to participation for pupils with special educational needs on school trips.

This implies that some children may not always be able to access these opportunities fully. But school trips can offer opportunities for children with special educational needs and disabilities to engage with learning – including through sensory and non-verbal means that are........

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