In recent weeks, it has been autism that has become a hot topic, with Health and Human Services Secretary Robert. F. Kennedy Jnr. making headlines around the world with his intended aim of identifying the root cause of autism by September.

His focus seems to be aimed squarely at environmental toxins, although how he plans on establishing a link between environmental factors and autism in such a short timeframe remains unclear.

Kennedy, who has previously referred to long debunked theories about autism being linked to vaccines, has also highlighted his view that people with autism ‘…are kids who will never pay taxes, they’ll never hold a job, they’ll never play baseball, they’ll never write a poem, they’ll never go on a date, many of them will never use a toilet unassisted.’

So, what does this have to do with Australian education?

Should we be concerned about how this might affect children and families as well as their teachers and supporters?

The short answer is yes, for the simple reason that it is promoting a deficit model of thinking which sees children who have autism as being affected by a condition which must be fixed or cured.

It is also perpetuating the myth that autism has a single cause, and that it is possible to identify and respond to that cause in some way.

For autistic children, this view of the world is at best inaccurate and at worst incredibly damaging. It portrays them as a problem to be fixed, rather than understanding and valuing the breadth of human experience reflected in neurodiversity.

As educators, it is an important part of our role to be knowledgeable about issues and strategies which can guide our approach to working with students.

We need to know what approaches are evidence-based, and be able to teach in ways which draw on that evidence as well as on our own classroom experience and awareness of our own students.

We also need to be about to counter educational myths which can affect the learning and daily experiences of our students and their families.

Let’s take a closer look at some of the myths and misplaced rhetoric which underpin Kennedy’s assertions:

Autism is an ‘epidemic’

According to the National Geographic, an epidemic is ‘a sudden disease outbreak that affects a large number of people in a particular region, community, or population.’

Autism is not a disease. It is a neurodevelopmental condition which affects children and adults. It cannot be caught or transmitted between people and an increase in prevalence of autism is not an epidemic.

Autism is caused by vaccines

Kennedy stated in a 2023 TV interview that he believed autism was caused by vaccines.

Specifically the vaccine he likely has in mind here is the MMR vaccine, and long since discredited research which was later withdrawn from publication.

There is no current evidence which suggests a causal relationship between the vaccine and autism, despite many research studies which have investigated the topic.

One of the disturbing implications which is likely to result from falsely linking MMR vaccines and autism is the potential for families to choose not to vaccinate.

In the USA, there are already 884 cases of measles across the country, compared with 285 in all of 2024. The vast majority are unvaccinated.

The cause of autism will be known by September

Kennedy has asserted that he will find the environmental toxin he believes causes autism so it can be eliminated, using AI and digital health records.

The Autism Society of America views these claims as being irresponsible and lacking scientific evidence.

Research into autism and highlighted by Autism WA suggests ‘there are likely several causes with strong links to developmental and genetic factors’ rather than one single cause.

Alongside the risk of harm that may stem from children not being vaccinated comes the long-term damage associated with stigmatising a whole cohort of people within our schools and learning settings.

Neurodiverse students should be able to expect and rely upon high-quality, well-informed education and support that meets their learning needs.

As educators, finding out about quality research and being well informed means we can continue to provide that support to children, their families and the broader community.