Joint Attention (and Shared Attention in Interaction)
Joint attention refers to moments when two people share focus on the same object, event, person, or idea, and are aware that they are sharing that focus. This may involve a combination of gaze, gesture, pointing, facial expression, or other communication signals.
In education, understanding joint attention is helpful because shared attention can support communication development, social interaction, and learning. However, it is important to recognise that children may develop and express shared attention in different ways, not all of which rely on typical patterns of eye gaze or pointing.
Joint attention in autistic pupils
Autistic children may share attention differently, and traditional signs of joint attention (such as frequent eye gaze or coordinated pointing) may not always be the primary way they communicate shared focus.
Differences in how attention is shared or coordinated can reflect differences in communication style, sensory processing, and interaction preferences, rather than a lack of interest or understanding.
Some autistic children may show shared engagement in other ways, such as:
- Orienting their body towards an object
- Repeating or referencing language related to an interest
- Using AAC, gestures, or movement
- Engaging alongside others rather than through direct gaze
Recognising these alternative forms of shared attention helps ensure that children are not misunderstood and that their communication is accurately supported.
Supporting shared attention in the classroom
Rather than teaching joint attention as a “skill to fix,” the aim is to create accessible, low-pressure opportunities for shared engagement.
Make your focus clear in multiple ways:
Use a combination of gesture, language, movement, and demonstration to show what you are referring to, rather than relying on gaze alone.
Follow the child’s interests:
Shared attention is often easier and more meaningful when built around the child’s motivations and preferred activities.
Use predictable, structured routines:
Familiar routines can provide a supportive context for shared engagement, as they reduce cognitive and sensory load.
Allow flexible ways of sharing attention:
Accept different forms of participation (looking, positioning, movement, vocalisation, AAC, or parallel engagement) as valid ways of sharing focus.
Reduce pressure for eye contact:
Eye gaze is not required for understanding or connection. Many autistic people attend and engage effectively without it.
Building shared attention is about mutual understanding and communication access, not conformity to a single expected behaviour. When adults recognise and respond to different ways children share attention, they support more inclusive and effective communication in the classroom.
