Introduction and Context
In the evolving landscape of autism research and support, Jodie Clarke’s “Stop the World I Want to Get Off” (Jessica Kingsley Publishers, 2025) arrives as a transformative contribution to understanding autistic burnout in children and young people. With nearly 80 per cent of autistic children experiencing significant mental health challenges (Simonoff et al., 2008), Clarke’s work addresses a critical gap in current literature, offering the first comprehensive examination of childhood autistic burnout, its prevention, and recovery strategies.
Clarke brings a unique triple perspective as an autistic practitioner, academic researcher, and parent of neurodivergent children. This multifaceted viewpoint enriches her analysis with insights that bridge theoretical understanding and lived experience. As she notes, “I pretty much live and breathe autism and ADHD” (Clarke, 2025, p.8), demonstrating the depth of personal and professional investment that infuses her work.
Theoretical Framework and Core Arguments
The book’s theoretical foundation rests on contemporary perspectives that challenge traditional deficit-based models of autism. Clarke skillfully integrates the Double Empathy Problem and monotropism theory to explain why conventional educational and therapeutic approaches often fail autistic children. Her analysis begins with a careful consideration of language, explaining her preference for the phrase “being in autistic burnout” because “for many autistic people the feeling is of being ‘in’ it… It is a sea full of waves, a feeling of drowning” (Clarke, 2025, p.35).
Environmental Impact and Daily Challenges
Central to Clarke’s argument is Dr Luke Beardon’s ‘Golden Equation’: Autism + environment = outcome. Through this lens, she examines how everyday demands in educational settings create cumulative stress. Her detailed analysis of executive functioning challenges provides particularly compelling insights:
“From the second we wake and have to ensure our uniforms are on and look correct, to organizing our school bags based on what is on the timetable that day, to navigating the steps needed to take the journey to school… all of these things drain us” (Clarke, 2025, p.41).
Understanding Masking and Its Consequences
Clarke’s examination of masking offers crucial insights into how autistic children cope with environmental demands. She defines masking as “a suppression of authentic and natural ways of being, communicating, and expressing oneself” (Clarke, 2025, p.89), emphasising that it represents “a survival strategy that instinctively develops to protect oneself from harm” rather than a conscious choice.
The consequences of sustained masking are thoroughly explored, with Clarke noting that “masking increases the pressure that autistic young people are under, and so can be a major contributing factor in cases of burnout” (Clarke, 2025, p.89). Her analysis is particularly valuable in understanding how seemingly successful coping strategies can lead to serious mental health challenges.
Innovative Tools and Practical Applications
One of the book’s most significant contributions is Clarke’s ‘mobile phone analogy’ for understanding energy management in autistic individuals. This accessible framework provides practical tools for both young people and their supporters:
“Each app represents an experience throughout the day… Some experiences can be unexpected, not go according to plan, or involve a mishap or negativity. When this happens, the experience stays with us… continuing to drain our batteries” (Clarke, 2025, p.171).
Critical Analysis of Current Approaches
Clarke’s critique of conventional interventions is both measured and incisive. Her analysis of Cognitive Behavioural Therapy (CBT) exemplifies this balanced approach:
“My take on CBT is that it aims to change your thoughts and feelings about something… This is complicated when we consider it alongside the autistic processing system and how some things actually are harmful to us that others may not expect to be” (Clarke, 2025, p.127).
Recovery and Rebuilding
The book’s final sections focus on recovery strategies and rebuilding after burnout. Clarke emphasises the importance of creating “safe spaces to unmask” and developing what she terms a “new world” for the autistic individual. Her perspective on recovery is particularly nuanced:
“For some, this is a much smaller world than our previous one. We only have people and places within it that suit us, ‘get’ us and accept our authentic selves. We may only access certain places and environments at particular times” (Clarke, 2025, p.182).
Scholarly Impact and Significance
Clarke’s work represents a significant advancement in understanding and supporting autistic children through burnout. Her integration of theoretical frameworks with practical strategies, informed by both professional expertise and lived experience, provides invaluable guidance for practitioners, parents, and researchers alike.
The book’s scholarly contribution extends beyond its practical applications, challenging fundamental assumptions about autism support and advocacy. Through careful integration of contemporary theoretical frameworks with lived experience and clinical practice, Clarke has produced a work that will likely influence professional practice and parental understanding for years to come.
Strengths and Limitations
The book’s primary strengths lie in its comprehensive approach to understanding autistic burnout, its integration of theoretical and practical knowledge, and its innovative frameworks for support. Clarke’s mobile phone analogy and PACE framework provide particularly accessible, implementable strategies.
While some readers might benefit from more structured implementation guidance for acute situations, this limitation reflects the book’s emphasis on individualised approaches rather than prescriptive interventions. The author’s acknowledgment that much research on autistic burnout comes from adult experiences highlights the need for continued research specific to children’s experiences.
Conclusion
“Stop the World I Want to Get Off” represents a watershed moment in autism literature, offering a comprehensive framework for understanding and supporting autistic children through burnout. Clarke concludes with a powerful call to action that encapsulates the transformative potential of her work:
“We are strengthening, we are connecting, we are unmasking. We are non-confirming, we are healing, we are advocating. We are challenging… We are coming together, we are gaining momentum, we are gaining strength, we are rediscovering our authentic selves” (Clarke, 2025, p.191).
This sentiment resonates throughout the text, which successfully bridges theoretical understanding with practical application, offering both the knowledge and tools needed to create more supportive environments for autistic children. The work’s impact extends beyond its immediate practical applications, challenging fundamental assumptions about autism support and advocacy. Clarke has produced an indispensable resource that will influence professional practice, parental understanding, and autism research for years to come.
References
Clarke, J. (2025) Stop the World I Want to Get Off: A guide to understanding and supporting the recovery of autistic burnout in children and young people. London: Jessica Kingsley Publishers.
Raymaker, D.M., et al. (2020) ‘Defining autistic burnout.’ Autism in Adulthood, 2(2), pp.132-143.
Simonoff, E., et al. (2008) ‘Psychiatric disorders in children with autism spectrum disorders.’ Journal of the American Academy of Child and Adolescent Psychiatry, 47(8), pp.921-929.
William Gomes, a British-Bangladeshi anti-racism campaigner, advocate for the rights of displaced people, and a contributor to various publications. He can be reached at [email protected]. Follow him on Facebook at https://www.facebook.com/williamnicholasgomes and on X at https://twitter.com/Wnicholasgomes.
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