State of Rest

"Leave me be!" 

A sentence used very frequently by autistic children. It is practically the number one phrase that educators, parents, and others hear. But what does it actually mean? Let’s clarify! 

Definition of the State of Rest

The state of rest is not a luxury for autistic individuals, but a vital necessity. In contrast to the non-autistic brain, which quickly dulls its perception of recurring stimuli (habituation), the autistic nervous system maintains a high sensory precision and remains fully receptive to every detail.

This continuous processing of the environment constitutes permanent peak performance. The state of rest is the only condition in which no energy is consumed for processing these high-resolution stimuli. Real learning, curiosity, and participation are only possible from this position of safety. If this state is permanently prevented by barriers, an "input blockade" follows—a protective mechanism of the body when neurological resources are exhausted.

In every person's life, there are certain necessities required to feel well and experience healthy development. For autistic individuals, being in a State of Rest is particularly crucial for this to happen. Due to their unique way of perceiving the world, some of these factors differ from those of non-autistic children.

The State of Rest is deeply connected to one's way of life. Regardless of the specific framework one chooses, several foundations are essential: a supportive home, a conscious approach to time, the freedom to be oneself, and finding one's place in the world.

An environment that is autism-friendly and populated by empathetic people is fundamental to achieving this State of Rest. Within this state, children exhibit high levels of motivation; they enjoy experiencing the world and are eager to explore, discover, and thrive. They do this in their very own way, being authentically autistic.

In this state, severe overstimulation is almost entirely eliminated, occurring only during exceptional events. Meltdowns are a distant concern. When an autistic child is allowed to grow up in a State of Rest, a remarkable degree of resilience can be observed in their learning, their communication (including non-verbal), and their mental and physical health—even for those who communicate non-verbally.

The Path to Resilience vs. The Cycle of Barriers

The more the State of Rest is lived, and the more a child can playfully explore their own individual way of life until puberty, the stronger their resilience becomes by adulthood. This requires stable frameworks and an environment that treats autistic behavior with respect and dignity. The ideal path is to live within a State of Rest, thereby becoming empowered to consciously shape one's own life journey.

Barriers

Barriers in the environment—which are unfortunately present in almost every daycare and school setting—drive sensory and cognitive overload. When children are forced into these environments daily, the logical consequence is, sooner or later, a breakdown. Clear warning signs like rigid adherence to order, aggression, isolation, or the urge to run away indicate that their fundamental needs have been ignored.

Too often, the response is to tighten the "chain of care," making escape impossible. "Therapies" and "support" are erroneously increased to reach neurotypical goals. This prevents a State of Rest and healthy sensory regulation. It is a vicious cycle that the children cannot break on their own—especially when "cognitive impairment" is used as an excuse for their distress.

Autistic children treated this way suffer greatly from Input Blocks (Sensory Shutdowns). This is not because they are autistic, but because their environment lacks a healthy foundation and subjects them to unbearable barriers under duress. Once this point is reached, it takes weeks, if not years, to re-establish a State of Rest and find a way back to one's inner balance — provided that the soul and body have not been permanently damaged by such mistreatment.

Framework Conditions

Framework conditions are highly individual. They are the scaffolding that allows a person to return to their State of Rest and their authentic self.

• The Foundation: This begins in infancy, where a child becomes self-aware through the bond with a caregiver.

• Finding Balance: As the child grows, they naturally discover what helps them regain their equilibrium. To experience the world—with all its highs and lows—and find the courage to shape it, they need a reliable framework.

• Daily Anchors: These frameworks are as diverse as people themselves. They can be found in the family, a specific room (a safe space), or daily rituals—like a morning coffee and emails for an adult, or a specific bedtime routine for a child.

• Empathetic Companions: People who are truly empathetic toward the autistic experience are essential to these frameworks.

Integrating these frameworks into an accessible, empathetic environment makes the State of Rest more stable. It prevents drastic overload and protects the individual from the severe consequences of a total Input Block.

Life Disruptions

But what happens when these framework conditions fall away? If a family member passes away or if parents divorce, these structural anchors are under attack or even eliminated. If a child has a healthy foundation with enough compensatory outlets and other stabilizing conditions, such events might not have lasting consequences. A new constellation can even lead to new, reliable frameworks.

However, if life circumstances are unfavorable and there are no ways to regain inner equilibrium—or if the lost anchor was the only one available—the child will spiral into Overload. Without existing resilience, this leads directly to an Input Block.

One must be particularly careful here, as this can lead to Social Withdrawal (Abschottung) if an autism-friendly environment is not provided to cushion the blow. In this state of withdrawal, children create their own worlds to dive into because reality has become unbearable. This is often accompanied by depression. If, at the same time, the daily daycare or school environment is full of barriers, a nervous breakdown (Shutdown/Meltdown) becomes predictable.

An Input Block is an overload reaction that occurs as a result of an environment heavily burdened by barriers. In this state, information can no longer be fully received or processed. If this block is not resolved immediately through rest and mindfulness, it can escalate to a point of physical collapse or "fainting," as the body eventually "shuts down" to protect itself from further stimulation.

It can often happen that a child—especially at the onset of an Input Block—overestimates their own capacity to cope. This causes the condition to progress, leading to severe negative consequences. Very young children, such as those in daycare, do not yet possess the necessary level of self-reflection to recognize this threshold.

The difficulties in interpersonal communication and action that arise under these circumstances can cause serious damage to relationships with other children and adults. Therefore, the most important task is to recognize the first stage of an Input Block and take action—or provide the necessary support—to guide the child back into a State of Rest.

The Input Block: A Vital Warning Signal

The Input Block results from the effort exerted and is, in its essence, a healthy mechanism—a biological reminder to rest. This makes it easy to recognize and act upon. However, if this natural signal is ignored, the consequences can be devastating. Beyond social difficulties, extreme overload can cause the nervous system to "shut down," leading to impairments of the autonomic nervous system or the failure of the speech center. In such cases, a child may suddenly stop speaking, and the damage is not always reversible.

Stage 1: The Time to Act

To treat a child with dignity, action must be taken at the very first stage:

• Allowing them to withdraw from conversations.

• Respecting their choice to be alone for a while.

• Providing a familiar environment with people who accept them as they are.

• Seeking advice from experienced "Autistic Elders" (Altautisten).

• Reviewing framework conditions and outlets for compensation.

• Avoiding any known stressors.

Stage 2: Increasing Physical Strain

As Stage 2 is reached, physical symptoms like headaches or an excessive need for sleep may emerge. The child may appear limp, with a noticeable loss of muscle tone. Quiet, slow speech is another clear indicator. While learning is already compromised in Stage 1, any demand placed on the child in Stage 2 becomes harmful. If pressure is applied, children compensate by mobilizing their last remaining energy reserves—a process that is detrimental to their health and long-term development.

Stage 3: The Risk of Permanent Damage

Children generally have a strong instinct to "tune out" or "shut down" when things become too much. If they are constantly forced to override these self-protective mechanisms, they risk losing this vital ability.

The overwhelming exhaustion of Stage 3 can cause long-term or even permanent damage. Examples frequently described by those who have reached this stage include:

• Chronic loss of concentration.

• Persistent cognitive impairments.

• Lasting difficulties with word-finding.

• Distortions in the perception of reality.