Autism and Eye Contact: Understanding Sensory Differences in Cambodian Classrooms

Eye contact is often described as a “social glue,” yet for many children with Autism Spectrum Disorder (ASD) the gaze that bonds neurotypical peers can feel overwhelming or even painful. The recent Facebook post by Autism Cambodia—showing a young learner concentrating on her workbook rather than the camera—captures this tension beautifully.

Why Eye Contact Feels Different for Learners with ASD

From an early age, neurotypical children discover that looking at a speaker’s eyes signals interest and honesty. For students with ASD, however, intense visual input may trigger sensory overload. Bright lights, movement in peripheral vision, and the social demand of reciprocating gaze can combine into a single, aversive experience. Research suggests that the amygdala—the brain’s emotional center—becomes hyper-activated when some autistic individuals force themselves to maintain direct eye contact. The result is fight-or-flight anxiety rather than social bonding.

Recognizing the Signs in Your Classroom

Teachers at Autism Cambodia frequently note subtle behaviors that indicate discomfort long before a child verbalizes it:

• Rapid blinking or looking away when spoken to

• Tensing shoulders or fidgeting with pencils, crayons, or a stress ball

• Delayed response to questions that require face-to-face interaction

• Preferential focus on written instructions or pictures instead of the teacher’s face

By viewing these cues as communication—rather than defiance—educators can adjust expectations and reduce classroom stress.

Sensory-Friendly Strategies for Teachers

1. Offer Alternatives to Direct Gaze
   Encourage students to look at your nose, forehead, or an illustrated cue card beside you. They remain engaged without feeling pressured.

2. Use Visual Supports
   Display key points on the board so learners can reference written language while you speak. This mirrors the girl in the post, who concentrates on her colorful worksheet rather than on faces.

3. Break Down Social Demands
   During group work, allow brief “gaze breaks.” Pair students so that one reads aloud and the other draws or writes responses, keeping eyes on materials instead of people.

4. Integrate Sensory Tools
   Flexible seating, dimmer lights, or noise-reducing headphones can lower overall sensory input, freeing cognitive energy for eye contact when it naturally occurs.

Partnering with Families at Home

Parents can create low-pressure practice by reading picture books side-by-side instead of face-to-face, gradually shifting toward brief moments of mutual gaze. Celebrate small successes—two seconds of comfortable eye contact is progress worth acknowledging. Remind families that developing social confidence is a marathon, not a sprint.

Building an Inclusive Culture in Cambodian Schools

Institutions like Autism Cambodia are leading the way, but each school can adopt policies that honor sensory diversity:

• Train staff on autism-friendly communication.

• Design classroom environments with adjustable lighting and quiet corners.

• Collaborate with therapists to craft individualized sensory profiles.

By valuing comfort over conformity, we give every learner—whether they lock eyes or glance away—the chance to shine academically and socially.