Is school getting too much for my 6 year old son?

Make sure he is not being bullied or ridiculed. That may be hard to ascertain if he wont disclose, and if teachers aren't willing to discuss where weaknesses in their provision might show.

You don't say what age he is, but peer pressure increases through teenage years - the expectation to conform and be au fait with the whole youth culture, in which he cannot easily compete. Just managing to keep up with this may be exhausting.

It may also be useful to establish, possibly via other parents, how teachers maintain classroom control. Very few teachers can expect to keep a class in awe of them and best behaviour. Some teachers may allow managed relaxation of the rules, which means he is exposed to more humour, double meanings, and other diversions from key content, that he has to try to distinguish from what he wants to learn.

Then again there are teachers who cannot sustain adequate control, and that environment with complex noise and movement and lots of irrelevant things going on could be very taxing for someone on the autistic spectrum.

I taught adults for twenty years, in a university environment - many differences from school in manner of delivery and liberties taken by students - still a very tough world to teach in. Over the years it got harder for lecturers to deliver just by reading friom their notes, as students just rebel. I opted for the controlled relaxation of procedures, using asides and humour to keep a hold on my audience. I used a thorough lecture plan so I was able to do this and deliver the day's material effectively.

However I was also, in my last decade, the disability coordinator, and trying to address disability needs in that environment, and I found that students with Asperger's found that teaching method difficult. Being so diagnosed myself I was particularly concerned about this effect. Talking to students on the spectrum I discovered that they found it difficult to distinguish diversions from the main drift, and looking back I had this difficulty, finding out afterwards that I'd written down a lot of non-relevant content in lecture notes.

Therefore be aware he may be having trouble keeping up with the teaching mode. The only advice I can offer is that he reads the subject matter ahead of lessons so he has a better idea what he needs to take from them. 

Make sure he is not being bullied or ridiculed. That may be hard to ascertain if he wont disclose, and if teachers aren't willing to discuss where weaknesses in their provision might show.

You don't say what age he is, but peer pressure increases through teenage years - the expectation to conform and be au fait with the whole youth culture, in which he cannot easily compete. Just managing to keep up with this may be exhausting.

It may also be useful to establish, possibly via other parents, how teachers maintain classroom control. Very few teachers can expect to keep a class in awe of them and best behaviour. Some teachers may allow managed relaxation of the rules, which means he is exposed to more humour, double meanings, and other diversions from key content, that he has to try to distinguish from what he wants to learn.

Then again there are teachers who cannot sustain adequate control, and that environment with complex noise and movement and lots of irrelevant things going on could be very taxing for someone on the autistic spectrum.

I taught adults for twenty years, in a university environment - many differences from school in manner of delivery and liberties taken by students - still a very tough world to teach in. Over the years it got harder for lecturers to deliver just by reading friom their notes, as students just rebel. I opted for the controlled relaxation of procedures, using asides and humour to keep a hold on my audience. I used a thorough lecture plan so I was able to do this and deliver the day's material effectively.

However I was also, in my last decade, the disability coordinator, and trying to address disability needs in that environment, and I found that students with Asperger's found that teaching method difficult. Being so diagnosed myself I was particularly concerned about this effect. Talking to students on the spectrum I discovered that they found it difficult to distinguish diversions from the main drift, and looking back I had this difficulty, finding out afterwards that I'd written down a lot of non-relevant content in lecture notes.

Therefore be aware he may be having trouble keeping up with the teaching mode. The only advice I can offer is that he reads the subject matter ahead of lessons so he has a better idea what he needs to take from them.