11/10/2025
Hello! I am sharing a recent blog post . . .
HAND OVER HAND: WHY IT'S UNETHICAL - AND INEFFECTIVE - FOR AUTISTIC STUDENTS!
My First-Grade Memory . . .
I adored my first-grade teacher. She was warm, kind, and believed that closeness — a hand on your shoulder, leaning in, even guiding your hand — helped children feel cared for.
But my autistic nervous system didn’t experience it that way.
Even as a child, I struggled with personal space. When she leaned in close or her sleeve brushed my arm, my chest tightened. I didn’t have words for it then, but my body said: too close.
I’m grateful my handwriting came easily. I often think how unsettled I’d have felt if she had placed her hand over mine — or under it — to guide my pencil.
Her steadiness nearby was regulating. Her touch would not have been.
Good intentions don’t override an autistic nervous system’s need for space.
The Sensory Science . . .
Research confirms that autistic people often have heightened responsiveness to touch and proximity.
MacLennan, O’Brien, & Tavassoli (2022) found autistic adults reported significantly greater tactile and olfactory sensitivity than non-autistic peers.
Crossing a child’s sensory boundary — even gently — can trigger discomfort or dysregulation, making learning harder.
Why We Must Rethink
Hand-over-hand, and often hand-under-hand, may feel helpful to adults but can:
Violate personal space
Override a child’s own sensory feedback
Create dysregulation that shuts down learning
If you feel you need to use hand-over-hand or hand-under-hand, pause.
Rethink the task. Scaffold it so the demand is lessened and the child can participate without having their personal space intruded upon.
A Better Way . . .
Autistic motor skills develop differently. Instead of forcing “correct” movement, we can scaffold through playful, hands-on activities: stringing beads, poking pipe cleaners into a colander, crumpling paper, using tweezers or dough.
For writing strokes, model beside the child: make “rain” down-strokes on a window, sweep “wind” strokes side-to-side, trace shapes in sand. Play first; keep distance; let them explore.
When we respect boundaries and scaffold thoughtfully, we create classrooms where autistic students feel safe, regulated, and ready to learn.
References:
MacLennan, K., O’Brien, S., & Tavassoli, T. (2022). Sensory reactivity differences in autistic adults: An examination across modalities. Journal of Autism and Developmental Disorders, 52(8), 3445–3457