Situational learning (also known as situational teaching or in-situ learning) is one of the most powerful and evidence-supported ways for neurodivergent young people to build independence and functional skills (Lave & Wenger, 1991; Autism CRC, 2022).

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What it means

Rather than learning skills in an abstract or classroom-only setting, situational learning places the young person directly within the real environment where the skill will be used (Lave & Wenger, 1991).

This might include:

• Practising emotional regulation during real moments of dysregulation (Porges, 2025; Felt Sense, 2023)

• Learning social communication while interacting with peers (Autism CRC, 2022)

• Building executive functioning while planning a real outing (Autism CRC, 2022)

• Developing functional skills in the kitchen, community or workplace (Occupational Therapy Australia, as summarised in Autism CRC, 2022)

• Problem solving in live situations, not hypothetical ones (Herrera, n.d.)

Situational learning helps bridge the common gap neurodivergent individuals face between knowing a skill and using it in real life (generalisation) (Autism CRC, 2022).

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Evidence-Based Research Supporting Situational Learning

 

1. Occupational Therapy & Functional Capacity

OT research consistently shows that autistic and ADHD individuals learn best through task-based, context-specific practice, which improves independence, self-efficacy and carryover into daily life (Hill et al., 2020; Autism CRC, 2022).

 

2. Behaviour Support & Positive Behaviour Frameworks

Positive Behaviour Support (PBS) guidelines emphasise that the most effective behaviour supports occur in the environments where behaviours actually happen, allowing for modelling, co-regulation, natural reinforcement and real-time teaching (Autism CRC, 2022).

 

3. Autism Education and Generalisation Research

Autistic learners commonly experience challenges with generalisation.
Evidence shows that skills taught in natural environments are more likely to be understood, retained and transferred to new situations (Autism CRC, 2022).

 

4. Trauma-Informed Approaches

Young people with trauma histories benefit from predictable, relational, real-world experiences where safety, trust and co-regulation can be practised with supportive adults (Polyvagal Institute, n.d.; Porges, 2025).

 

5. Executive Function & Real-Life Problem Solving

Research in cognitive development shows that practice inside meaningful, real contexts strengthens:

• cognitive flexibility

• planning

• working memory

• emotional regulation

• adaptive decision-making

All essential for adolescence and adulthood (Fitzpatrick et al., 2024; Autism CRC, 2022).

 

Why Situational Learning Works for Neurodivergent Teens

For neurodivergent young people, especially those with:

• autism

• ADHD

• anxiety

• sensory processing differences

• developmental trauma

• social communication challenges

Situational learning provides:

• Concrete, real-time feedback (Autism CRC, 2022)

• Co-regulation and relational safety (Porges, 2025)

• Natural opportunities to practise social skills (Autism CRC, 2022)

• Opportunities to recover from mistakes safely (Rehn et al., 2023)

• Increased confidence and self-trust (Autism CRC, 2022)

• Stronger understanding of cause-and-effect (Herrera, n.d.)

• Greater independence and functional autonomy (Lave & Wenger, 1991)

When young people practise skills where they actually occur, their learning becomes embedded, meaningful and long-lasting (Lave & Wenger, 1991; Autism CRC, 2022).

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REFERENCES

Situated / Experiential / Community-Based Learning

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Herrera, S. P. M. (n.d.). Situated learning theory. In Theoretical models for teaching and research (open textbook chapter). Washington State University.

 

Neurodiversity-Affirming & Autism Best Practice

Autism CRC. (2022). National guideline for supporting the learning, participation, and wellbeing of autistic children and their families in Australia. Autism CRC.

Autism CRC. (n.d.). National guideline for assessment and diagnosis of autism in Australia [Web resource]. Autism CRC.

Fitzpatrick, A., Wicks, R., Trembath, D., & Sulek, R. (2024, March 18). New guidelines for neurodiversity-affirming practice. InSight+ (Medical Journal of Australia).

Aspect (Autism Spectrum Australia). (n.d.). Professional development: Evidence-informed, neurodiversity-affirming training [Web page].

Reframing Autism. (2021). Guidelines for selecting a neurodiversity-affirming mental healthcare provider [Web page].

Therapist Neurodiversity Collective. (2020). Neurodiversity-affirming therapy: Positions, therapy goals, and best practices [Web resource].

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Relational Practice, Co-Regulation & Polyvagal-Informed Work

Porges, S. W. (2025). Polyvagal theory: Current status, clinical applications, and future directions. [Open-access review article].

Polyvagal Institute. (n.d.). What is Polyvagal Theory? [Web page].

Cova Psychology. (2025). Polyvagal exercises for emotional regulation [Blog post].

Felt Sense. (2023). Polyvagal theory part 3: Co-regulation [Blog post].

 

Animal-Assisted / Therapy Dogs & Autism

Autism CRC. (2019). Animal-assisted interventions: Evidence summary for autistic children [Web resource].

Rehn, A. K., Caruso, V. R., & Kumar, S. (2023). The effectiveness of animal-assisted therapy for children and adolescents with autism spectrum disorder: A systematic review. Complementary Therapies in Clinical Practice, 50, 101719.

Galvany-López, P., Martí-Vilar, M., Hidalgo-Fuentes, S., & Cabedo-Peris, J. (2024). The impact of dog-assisted therapy among children and adolescents with autism spectrum disorder: A systematic review. Children, 11(12), 1499. https://doi.org/10.3390/children11121499

Xiao, N., Zhou, M., Wu, M., & Wang, H. (2024). Effectiveness of animal-assisted activities and therapies for children with autism spectrum disorder: A systematic review. Frontiers in Veterinary Science, 11, 1403527.

Hill, J., Ziviani, J., Driscoll, C., & Cawdell-Smith, J. (2020). Canine-assisted occupational therapy for children on the autism spectrum: A pilot randomised controlled trial. Journal of Autism and Developmental Disorders.

O’Haire, M. E. (2013). Animal-assisted intervention for autism spectrum disorder: A systematic literature review. Journal of Autism and Developmental Disorders, 43(7), 1606–1622.