Coping with Changes Since Covid

Hi. This is my first post.  I do not have a diagnosis, but since spending several years getting a diagnosis for my son, so reading a lot about autism I have come to the conclusion that I also have autism.  It has explained for me why from childhood there were things that appeared different, like oversensitivity to smells and clothing labels, having rituals, most that others were not aware of, difficulties with change and in social settings.  Since my work changed from fixed seats to hot desking I felt uncomfortable every day walking in and having to find somewhere to sit, especially if there was not a place in a corner.  So when we had to start working from home it was such a relief and I am now able to do that permanently. My work are aware of my difficulties with change so at my age I do not feel I need a diagnosis, but have found realising that it is not only me that does things differently has felt a relief.

My question is whether others have found the same difficulties since Covid. When the first lockdown was announced for me it was a relief as it made me feel safer.  I got into a pattern of daily walks which I found helpful and have continued with ever since.  The thing I have found hard is the constant changes in rules, especially when restrictions were lifted when there were higher cases. More recently when rules like mask wearing have been at people's discretion I find that harder than when everyone is supposed to do it.

Parents
  • I sympathise with the desk-changing thing. I'm a teacher in a secondary school - I've been in the same school for 10 years and I've always taught from the same classroom. When we went back in September 2020, as part of the "bubble" thing the students remained in one classroom, and the teachers moved around to them. The head, bless him, knew that this was going to be a massive issue for me, talked me through it and did think about trying to give me one fixed room, but it really wouldn't have worked out. How I coped was by buying myself a wheely crate - it was my classroom on wheels - which had all my stuff in it, so even though I was having to move to different rooms, I still had all my usual things and I knew where everything would be. I even carried my favourite reed diffuser with me so that the room I was in would always smell the way I liked. I can't say I enjoyed the scenario, but it helped a bit. It's also when I started bringing my little emotional support/attachment object with me every single day - it's quite hard to feel too stressed when you have a cute little cuddly plush kiwi bird peeping out of your handbag!

Reply
  • I sympathise with the desk-changing thing. I'm a teacher in a secondary school - I've been in the same school for 10 years and I've always taught from the same classroom. When we went back in September 2020, as part of the "bubble" thing the students remained in one classroom, and the teachers moved around to them. The head, bless him, knew that this was going to be a massive issue for me, talked me through it and did think about trying to give me one fixed room, but it really wouldn't have worked out. How I coped was by buying myself a wheely crate - it was my classroom on wheels - which had all my stuff in it, so even though I was having to move to different rooms, I still had all my usual things and I knew where everything would be. I even carried my favourite reed diffuser with me so that the room I was in would always smell the way I liked. I can't say I enjoyed the scenario, but it helped a bit. It's also when I started bringing my little emotional support/attachment object with me every single day - it's quite hard to feel too stressed when you have a cute little cuddly plush kiwi bird peeping out of your handbag!

Children
  • Thank you for your reply Akkrenskarin.  It is good to hear from others who understand what I had thought was individual to me,  

    Also wondering if you can give any advice from a personal perspective as I try to support my son. He struggles at school because he has difficulty with instructions, reading and remembering what he has written.  He is at the lower end accademically at his secondary school.

    He enjoys sport and playing football with friends at breaktimes, but only staff and one friend knows he has autism, although he is happy for them to know he has ADHD.  He masks a lot and since the first lockdown has struggled with his attendance, missing a day or two most weeks due to anxiety. Before Christmas he made most days but then we were contacted as he was arriving late to most lessons. Reading your reply made me wonder if the constant moving to different rooms could be part of this problem. Unfortunately he would not want to take something for comfort due to peer pressure.  (In contrast when he goes to a Neurodiverse Youth Club he dresses as he feels comfortable and would not feel the same pressure). Since returning to school he has found it difficult again, even missing PE and one of the days he did make it to school he was only able to get to one lesson with support.

    I spend a lot of time trying to work out any specific reason why he might be anxious, because at the moment he is unable to say why.  We continue to work with school to try to help him.  Unfortunately the expert from County was no help. Just wondering if you have any suggestions regarding support that may help him or anyone else who understands the difficulty within school either as a staff member or from when they were a pupil..