wandering child meaning

The Meaning Behind The Song: Wandering Child by Andrew Lloyd Webber

As a music enthusiast, I have always been fascinated by the power of songs to convey deep emotions and tell meaningful stories. One song that has always held a special place in my heart is “Wandering Child” by Andrew Lloyd Webber, which is part of the renowned musical, Phantom of the Opera.

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I remember stumbling upon this song at a friend’s house. It was late at night, and we were browsing through their extensive music collection. As soon as the haunting melody began playing, I was captivated. The combination of haunting vocals and poignant lyrics instantly drew me in, and I knew that I had stumbled upon something truly special.

“Wandering Child” is a pivotal moment in the story of Phantom of the Opera. It is a duet between two main characters, the Phantom and Christine. The Phantom, who has been guiding and obsessing over Christine, reaches out to her, calling her a wandering child who is lost and helpless.

The lyrics exchange between the Phantom and Christine reveals the complicated emotions and dynamics between the two characters. Christine questions the identity of the Phantom, wondering whether he is an angel, a father, a friend, or a mere phantom. The Phantom, in turn, reminds her of their past connection, urging her not to forget him.

The song beautifully encapsulates the conflicting emotions both characters experience. Christine acknowledges her inner struggle, admitting that her mind may resist the Phantom, but her soul cannot help but obey. She refers to him as the “Angel of Music,” denying him and turning away from true beauty. The Phantom also acknowledges her resistance but pleads for her to embrace him as her “strange Angel.”

The powerful vocals and emotionally charged lyrics make this song a standout moment in Phantom of the Opera. The juxtaposition of Christine’s hesitance and the Phantom’s longing create a truly mesmerizing atmosphere. The melody enhances the emotional depth, with Lloyd Webber’s composition expertly capturing the turmoil within the characters.

The song’s placement in the musical adds to its significance. “Wandering Child” serves as a turning point in the story, further developing the complicated relationship between Christine, the Phantom, and Raoul. As Raoul intervenes and tries to protect Christine from the Phantom’s influence, tension mounts, setting the stage for the dramatic climax of the musical.

In conclusion, “Wandering Child” by Andrew Lloyd Webber is a stunning piece of music that delves deep into the complexities of the characters’ emotions and relationships. The haunting melody, poignant lyrics, and powerful vocals make this song a standout moment in Phantom of the Opera. Whether you are a fan of musical theater or simply appreciate beautiful music, “Wandering Child” is a song that is sure to captivate and move you.

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Meaning of Wandering Child by Andrew Lloyd Webber

Wandering Child

Andrew Lloyd Webber

Listen to the full song on Apple Music

"Wandering Child" by Andrew Lloyd Webber, from the musical The Phantom of the Opera, explores the complex emotions and choices faced by the main character, Christine.

The song begins with the Phantom expressing his longing to guide and protect Christine, referring to her as a "wandering child" who is lost and helpless without his influence. Through the lyrics, he establishes himself as her guardian figure, offering his guidance and claiming to be her "Angel." He questions whether she sees him as an angel, father, friend, or phantom, highlighting his desire for her acknowledgement and acceptance.

In response, Christine wonders about the identity of the figure before her. She questions whether he truly is her angel or father, or if she is seeing a phantom. Her confusion and curiosity emerge as she asks him to speak, seeking clarity and understanding.

The Phantom then reminds Christine of their past connection as he calls himself her Angel, suggesting that she may have forgotten their previous encounters or the impact he had on her life. He tries to rekindle that connection, emphasizing the depth of his longing and the echo of his desires.

Christine, torn between her mind and soul, acknowledges the conflict within her. She expresses the wild beating of her mind against the figure before her, possibly representing her fears and uncertainties. However, despite this inner struggle, her soul ultimately obeys and complies with the Phantom's presence.

Both characters then repeat their pleas and doubts about one another. The Phantom, once again emphasizing Christine's denial of him as her Angel, emphasizes the importance of true beauty that she has turned away from. Christine, on the other hand, acknowledges the rejection but pleads with the Phantom to not shun her, as she still considers him her strange Angel.

This anguished exchange between the two characters depicts their intense emotional connection and the conflict Christine experiences as she contemplates her relationship with the Phantom. The Phantom views himself as her provider and protector, offering her guidance and support, while Christine wrestles with her conflicting feelings towards him. This song sets the stage for the complex dynamics and choices that will shape the rest of the story.

This meaning interpretation was written by AI. Help improve it with your feedback

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What is Wandering?

Wandering Child lyrics - Phantom of the Opera, The

• Overture/Hannibal
• Think of Me
• Angel of Music
• Little Lotte/The Mirror
• The Phantom of the Opera
• Music of the Night
• Magical Lasso
• I Remember/Stranger Than You Dreamt It
• Notes/Prima Donna
• Poor Fool, He Makes Me Laugh/Il Muto
• Why Have You Brought Me Here/Raoul I've Been There
• All I Ask of You
• All I Ask of You (Reprise)
• Masquerade / Why So Silent?
• Madame Giry's Tale/The Fairground
• Journey to the Cemetery
• Wishing You Were Somehow Here Again

Wandering Child

• The Swordfight
• We Hall All Been Blind
• A Rehearsal for Don Juan Triumphant
• Point of No Return/Chandelier Crash
• Down Once More/Track Down This Murderer
• Learn to Be Lonely

Wandering Child lyrics

• Les Miserables
• Merrily We Roll Along
• Phantom of the Opera, The
• Jesus Christ Superstar
• Chitty Chitty Bang Bang

• ABBREVIATIONS
• BIOGRAPHIES
• CALCULATORS
• CONVERSIONS
• DEFINITIONS

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Lyrics © Universal Music Publishing Group

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• #1 Prologue
• #2 Overture / Hannibal
• #3 Think of Me
• #4 Angel of Music
• #6 The Phantom of the Opera
• #7 The Music of the Night
• #13 All I Ask of You
• #14 All I Ask of You (Reprise)
• #15 Masquerade / Why So Silent
• #18 Wishing You Were Somehow Here Again
• #19 Wandering Child
• #21 We Have All Been Blind
• #25 Learn to Be Lonely

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Wandering (Elopement)

At a glance.

• Wandering, also called elopement, is when someone leaves a safe area or a responsible caregiver.
• Wandering is an important safety issue that affects some people with disabilities, their families, and the community.
• There are steps that parents, teachers, healthcare providers, and others can take to help keep children safe.

Wandering and children with disabilities

Wandering, also called elopement, typically includes situations where the person may be injured or harmed as a result. 1 Wandering goes beyond the brief time that a typical toddler might run off from a caregiver. Some children and youth with disabilities, such as those with autism spectrum disorder (ASD) or intellectual disability (ID), have challenges understanding safety issues and communicating with others. For example, such a child might run off from home to play in the pond down the street—and be unable to respond to their name or say where they live. This can happen quickly, even under constant supervision. The parents are left searching desperately for their child.

About half of children and youth with ASD were reported to wander.‎

The primary reasons for wandering included

• Enjoyment of running or exploring
• To get to a place the child enjoys (such as a pond)
• To get out of a situation that causes stress (for example, being asked to do something at school or getting away from a loud noise)
• To go see something interesting (for example, running to the road to see a road sign)

Although many examples of dangerous wandering have focused on children with ASD, we know that challenges with communication, social interaction, attention, and learning can put many children and youth with developmental disabilities at risk for becoming lost or injured due to wandering.

What can we do to keep children safe who might wander?

Parents, teachers, and other caregivers.

• Watch the child's behaviors
• Have an emergency plan to respond
• Keep information about the child up-to-date (picture, description)
• Secure your home (fences, door locks)
• Keep identification on the child (ID bracelet or information card)
• Notice signs that the child may wander off before it happens (for example, child makes a certain sound or looks towards the door)
• Be alert about the child's location
• Provide a safe location
• Inform neighbors and school workers
• Alert first responders

Teach safety skills

• Responding to safety commands ("stop")
• Stating name and phone number (or showing ID)
• Swimming, crossing the street

First responders

First responders are vital for maintaining the health and safety of members of our communities. They are likely to be called upon in the event of a missing child or youth. It is important for first responders to be prepared by knowing which children in the community might wander, having family contact information, and having a plan to respond.

Tools and training materials‎

Healthcare providers and other professionals.

Healthcare and other professionals need to be aware of wandering as a safety issue. Their role includes discussing safety issues and helping caregivers come up with prevention and response plans.

The ICD-10-CM code Z91.83 (wandering in diseases classified elsewhere) helps document wandering and to prompt important discussions about safety among caregivers, individuals, and providers. This code is not linked to a specific diagnosis, nor is it part of the diagnostic codes used for ASD or intellectual disabilities. Wandering should be coded if documented in the medical record by the healthcare provider.

• Anderson C, Law J, Daniels A, Rice C, et.al. Occurrence and family impact of elopement in children with autism spectrum disorders. Pediatrics . 2012 Nov;130(5):870-7. doi: 10.1542/peds.2012-0762. Epub 2012 Oct 8.

Child Development

The early years of a child’s life are very important for their health and development. Parents, health professionals, educators, and others can work together as partners to help children grow up to reach their full potential.

Wandering Child by Wild Rivers: Embracing Freedom and Change

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"Wandering Child" by Wild Rivers captures the essence of a restless spirit navigating the complexities of love, self-discovery, and the inexorable passage of time. The singer expresses a desire to have met their love interest later in life, suggesting a maturity that comes with experience. The metaphor of giving an "older heart" that is "still and strong" conveys a sense of resilience and wisdom gained over time. The recurring motif of a burning fire symbolizes the intensity of the singer's emotions, specifically the passionate love they feel.

The lyrics delve into the internal struggle of balancing the longing for connection with the instinctual need for independence. The acknowledgment of a tendency to be "led astray" and the necessity of a "blindside hit" to find the right path underscores the theme of personal growth through adversity. The line "I could keep an arms length, so I don't fall" reflects a fear of vulnerability and a reluctance to fully commit, emphasizing the internal conflict between the desire to protect oneself and the yearning for a deeper connection.

The image of "footsteps conquering the streets" signifies a journey of self-discovery, with the hope that both body and heart remain wild. This wildness symbolizes a refusal to be confined by societal norms or expectations. The repeated declaration of being a "wandering child" reinforces the theme of a restless soul, constantly seeking meaning and purpose.

The lyrics also touch upon the inevitability of change and the transient nature of time. The singer hopes that the timing aligns, expressing a fear of holding on for too long. This adds a layer of urgency and uncertainty to the narrative, highlighting the fleeting nature of opportunities and emotions.

In summary, "Wandering Child" intricately weaves together themes of love, self-discovery, vulnerability, and the passage of time. The use of vivid imagery and metaphorical language allows listeners to connect with the universal emotions of longing, growth, and the perpetual journey towards understanding oneself in the context of relationships and the world.

I wish I met you, further along

Expresses a wish to have met the person later in life.

Gave you my older heart, still and strong

Offering an experienced heart, resilient and steady.

But I wouldn't have a fire like I do today

Acknowledges that a different timing might have altered the intensity of feelings.

Oh it burns for you babe

Describes a passionate longing or burning desire for the individual.

Oh, you got nothing on my tendency to be led astray

Emphasizes a propensity for being easily influenced or swayed.

Oh, it took a blindside hit to show me the right of way

Implies a sudden, unexpected event that revealed the correct path or direction.

When your footsteps conquer the streets

Describing the impact of someone's presence through their movements.

From your eyes to the soles of your feet

Connecting the person's essence from their eyes to their feet, implying a holistic admiration.

May my body and heart remain wild

Wishes for personal preservation of wildness in both body and heart.

For I'm a wandering child

Self-identifying as someone who roams or drifts without a fixed path.

I could keep an arms length, so I don't fall

Choosing to maintain distance to avoid emotional vulnerability.

I never learned to punch with my back against the wall

Not adopting a defensive or aggressive stance despite challenges.

Oh no, I gotta let it go

Realizing the need to let go or release control.

And I got a feeling, deep in my bones

Feeling a strong intuition deep within.

I can't sit still when there's a space up in the road

Unable to stay still when opportunities arise in life.

There's a fire coming on you in your lane

Signifies a fiery passion directed towards the person.

Reiterates the intense desire or longing for the individual.

Reiterating the inclination to be easily swayed or influenced.

Acknowledging the necessity of a sudden incident to reveal the correct path.

Highlighting the impact of someone's steps in an urban setting.

Describing admiration from head to toe.

Aspires to maintain an untamed spirit within the body and heart.

Acknowledges the tendency to wander or drift without a fixed direction.

And I hope to god the time ain't wrong

Hopes for the timing to align with desires or plans.

Reiterates the desire for timing to be favorable.

Cause I can't be hanging on like this for long

Expresses the difficulty of sustaining the current state for an extended period.

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Tips For Dealing With A Child Who Wanders

• by Gabriel Williams
• March 02, 2018

The idea of a child wandering off is something no parent likes to think about, but it is a reality that needs to be considered in order to maintain a child’s safety. Parents of children on the autism spectrum typically are no strangers to this phenomenon since children with ASD are far more likely to wander than children without it. This reality is not without solutions thankfully. Here are some tips to keep your child from wandering, and to keep them safe in the event they do.

As with any problematic behavior, it is always best to start prevention strategies as soon as possible. Children with autism tend to be very rule-oriented, and you can use this to help keep them from wandering. Establish the rule when they are young that they are not to leave the house without a trusted adult present, and that when out of the house to stay where you can see them. Some parents have found it helpful to put up red signs or markers around the house that represent barriers not to cross. When out at the grocery store you can establish “safe zones” such as an arm’s length away from the shopping cart or from your side. Be sure to offer a positive reward your child can look forward to if they do well at following your rules. Many parents have also found investing in a service dog to be a great solution to help keep children inside of safe boundaries or to locate their children in the event they got lost.

Even with established rules, you will still want to be prepared for worst-case scenarios. It is always a good idea to familiarize yourself with surrounding neighbors and make them aware of your child’s needs. Part of this process should include an explanation of the increased risk your child has for wandering. Be sure to show them a picture of your child, along with your contact information so they can alert you if your child is spotted wandering. It is also a good idea to give your child’s information to the local police in advance in order to make a potential search quicker. When your child needs to go off to school, it is best to keep a flyer in their backpack with your contact information, along with a list of your child’s special needs and characteristics. 

If your child’s wandering tendencies are particularly severe, there’s no shame in trying some more intense measures of safety. You can find GPS devices specifically made for children on the spectrum, as well as special locks for your home that make it more secure. There are even a few companies that produce jewelry or clothing tags that contain identification and contact information.

With all that goes into raising your child to thrive, the anxiety of your child wandering off is a very unneeded burden. By putting these strategies into practice, you can breathe a little easier, and focus on enjoying life with your kids.

Share on Neural Balance Parent Portal: 

We all understand what it's like to have a wandering child! If you have any advice or parenting tips we would love to learn more! O ur Neural Balance Parent’s Portal is a great way to tell your story and help other parents along the way. If you’d like to submit a story, blog or tip, visit  https://www.neuralbalance.com/parent-portal/  for submission info.

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About Autism & Wandering

Wandering/elopement is the tendency for an individual to leave the safety of a responsible person’s care or safe area, which may result in potential harm or injury. This might include running off from adults at school or in the community, leaving the classroom without permission, or exiting the house when the family is not aware. This behavior is considered common and short-lived in toddlers but may persist or re-emerge in those with autism.

According to research, nearly half of children with autism are at risk for wandering away from a safe setting. Because people with autism are vulnerable to dangerous situations including drowning, traffic incidents, becoming trapped hot cars, etc., it’s important to take critical precautions and be aware that drowning fatalities remain a leading cause of wandering-related death, along with traffic injury.

Wandering/elopement is typically a form of communication, often occurring to get to something of interest or away from something bothersome, usually noise, commotion, fears/phobias, and demands. These impulses and incidents can increase with added anxiety and stress, especially if the individual has challenges with coping, calming, or regulating their emotions.

Early signs of exit-seeking behavior can start in toddlerhood. They include social/demand avoidance, moving to a different area of building or home unnoticed, bolting when upset, and seeking out water or other quiet places.

Quick Facts

• According to a study in Pediatrics , nearly half of children with autism have a tendency to wander/bolt from safe settings
• More than one third of children with autism who wander/elope are never or rarely able to communicate their name, address, or phone number
• According to a study by NAA, accidental drowning accounts for 71% of lethal outcomes, followed by traffic injuries at 18%
• Other dangers include dehydration; heat stroke; hypothermia; falls; physical restraint; encounters with strangers
• Increased risks are associated with autism severity

Take Action in Your Home & Community

• Download and begin using your  Be REDy Booklet  today.
• Provide a copy of the  Be REDy Booklet  for First Responders to your local police, fire and/or sheriff’s department. Ask them to implement Reverse 911 in your county and seek assistance from the National Center for Missing and Exploited Children when a child is missing.

Always Remember: If a Child or Adult with Autism is Ever Missing, Call 911 & Search Water First!

Important Free Resources from NAA

• Big Red Safety Box (free when available)
• Be REDy Toolkit for Caregivers
• Be REDy Toolkit for First Responders
• Be REDy Toolkit for Teachers

Free Safety Resources – Click to view, download or print PDF files.

Prevention Checklist

• Secure home, outdoor gates, garage door
• Use simple window/door alarms, baby monitors
• Identify & Address Triggers  
• Teach Safety/Coping & Pursue Forms of Communication  
• Enroll in swimming lessons  
• Provide safe-space ‘escape’ alternative, such as a tent or quiet nook within the home
• Secure wearable identification and/or locative technology  
• Alert relatives, school & neighbors  
• Alert local first responders  
• Speak with your child’s doctor  
• Create Emergency Plan  
• Stay extra vigilant during transitions, parties, vacations, new moves, visits, & noise/stress/ commotion

NAA Studies

NAA’s Six-Year Study:  Mortality & Risk in ASD Wandering/Elopement

NAA’s 2012 White Paper:  Lethal Outcomes in Autism Spectrum Disorders – Wandering/Elopement

For other important information and resources, visit our partners at the National Center for Missing & Exploited Children at   missingkids.org

Download and print wandering resources in Spanish

Autism and Wandering Prevention Tips Flyer – Spanish Autism and Wandering Emergency Plan – Spanish Autism Elopmement Alert Form – Spanish

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• Why Do Children Wander and What Strategies Can I Use with Them?

Tara Warwick, MS, OTR/L

December 3, 2018.

• Ask the Experts
• Health and Safety

Why do children wander and what strategies can I use with them?

Why do children wander.

Often, it is goal-directed. If a child wanders away from school and goes back home there may be something he didn't do at home that he wanted to do. He had a goal in mind. Those are the kids that will find any way they can and be very cunning and savvy to meet that goal.

Another reason children wander is more of a bolting or fleeing from something. One family I work with has two young boys with autism. When their younger son elopes, it is more like he is fleeing. If they have a neighborhood get-together, he becomes overwhelmed and he'll just take off running. It doesn't matter where he's going, but he will simply run off.

Other causes of wandering include things like nighttime wandering. Children may wake up and be disoriented and not know where they are. They may elope due to boredom or curiosity. I have a friend who has a young boy with autism, and I think his wandering is because he is curious. It's as if he is thinking, "I don't know what to do here, so I'm just going to go out and look to see what's going on down the street." Another reason for wandering could be due to transition confusion, where the child simply doesn't know where he's supposed to be or what he's supposed to be doing.

Dangers Associated with Wandering 

There are many different dangers associated with wandering. These dangers include:

• Being struck by a vehicle
• Dehydration
• Hypothermia
• Victimization

Drowning is the number one cause of death due to wandering in children with autism. In addition, a child could be hit by a vehicle because these children aren't particularly aware of their surroundings. In general, they're not stopping at the street and looking left, right, left. They've got something on their mind and they're going to go. 

Prevent/Educate/Respond

This Big Red Safety Box is a great resource from the National Autism Association. They have a "Prevent-Educate-Respond" campaign with regard to wandering. On their website, they have some helpful videos as well as different printables and resources that you can provide to families.

Prevention. Preventing a child from wandering is a key component, however, as stated earlier, if a child wants to get out, he's going to find a way no matter what. Parents can install home safeguards, such as locks and alarms or door chimes that alert people if the door is open. Are there secure personal safeguards? I have some families that will use temporary tattoos or GPS monitors. One family I know uses the Angel Sense monitor which has GPS on it. They have to keep it securely on the child and it will let the family know where he is located. It can also help them talk to the child when they're out. Another family uses an Apple watch with the location services on it. The trick is getting the child to keep it on. Another branch of prevention is creating community awareness. Let the neighbors know that a child with autism lives in the area, and inform them what to do if they see their child out and about. Remain hyper-vigilant, especially during transition times such as changes in the seasons, or a big gathering with lots of people around. Those can be times that children are more likely to wander. 

Education. Think about some of the skills that we need to target to children with autism. Identify triggers that cause a child to wander and teach them self-help skills. Teach them how to ask for a break versus just bolting. If the child is able to understand, teach them some safety skills, such as why you don't run away and what you should do instead. Teach them to memorize and be able to recite their name, phone number, and address. For older children, you might have to instruct them about what to do if a police officer approaches you, or how to find a safe person if you're lost and you've wandered. There are a lot of examples in the Big Red Safety Box of different things to teach and target. If you have a child with autism in your classroom, incorporate safety skills into their IEP.

What could be triggering their wandering? Could it be bright lights or loud noises? For those kids that are bolting or fleeing, can we use noise canceling headphones? Can we teach them other ways to ask for a break or how to go to a safe area when they're overwhelmed? Can we teach them self-help and calming techniques? Put them in swim lessons, since 91% of wandering-related deaths were due to drowning. If you go on the National Autism website, they list places in your local community with people who specialize in teaching children with autism to swim. Use social stories to teach them about the importance of safety. Practice their personal identification questions, and instruct them on how to dial 911 and how to identify a safe person.

Response. Always call 911 immediately. Law enforcement should treat each case as critical. Provide families with autism elopement forms. The Big Red Toolbox has forms for families that they can complete before the elopement occurs. On the form, they can indicate things like who to call in case of emergency, where the child usually goes when they wander, and what to do when the child is found. That way in an emergency, you automatically have that form filled out. Always search areas of water first. Drowning is a high risk, as many children with autism enjoy the water. If you go to www.missingkids.org/aware, they have a helpful video of what to do if you find a child who may have autism wandering out in the community. Watching that video, and following the tips and suggestions can be helpful from a community perspective. 

This Ask the Expert is an edited excerpt from the course,  Safety Tips for Young Children , by Tara Warwick, MS.

Tara Warwick, MS , OTR/L

Tara Warwick, MS, OTR/L , is a graduate of the University of Oklahoma, obtaining her Bachelor’s degree in occupational therapy in 2000 and completing her Master’s degree in rehabilitation sciences with an emphasis in pediatrics in 2005. She has spent her entire career focusing on improving the quality of services for children, primarily targeting children with autism.  She currently co-owns a pediatric therapy practice called Today’s Therapy Solutions and is a consultant for the Oklahoma Autism Center through the University of Oklahoma Health Sciences Center – Child Study Center. Tara’s specialties include working with children with autism and challenging behavior. She has extensive experience and expertise in behavior management, sensory processing, self-care training (potty training, eating/feeding, dressing, play, etc.), and assistive technology.  She has conducted trainings and provided consultations for schools, parents and health and child care professionals all across the state.

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Meaning of Wandering Child by Gov't Mule

The song "Wandering Child" by Gov't Mule depicts the story of a boy who feels lost, lonely, and broken. In his dreams, he walks through a world filled with shame and overwhelming emotions. He describes his world as an ocean, symbolizing the vastness and depth of his pain. The boy believes that his heart has been broken too many times. The lyrics mention "bones in your closet," referring to the hidden burdens or secrets from the past. These burdens might have been passed down from his fathers, indicating that he might have inherited some difficulties or trauma. The boy feels helpless and tired, unable to deal with or address these issues. He seeks help from someone, pleading to be saved like a wandering child. The boy is broken and wants someone to clean up the mess he feels he has become. His vision is blinded, making it hard for him to see clearly. He questions where he belongs now that his strength is gone and wonders whom he could tell that he has done nothing wrong. Throughout the song, there is a sense of desperation and a longing to find oneself. The boy wants to find out who he truly is but feels lost without guidance. He compares himself to a river that needs to run still and a well that needs to be drunk from, implying that he is searching for inner peace and understanding. Without anyone to show him the way, he feels lost. In the end, the lyrics mention a horse and a monkey, representing a burden and chaos. The boy feels like a hero with a life that is not fulfilling, devoid of family and purpose. It is time for him to confront his own demons and allow the bridges in his life to fall and burn, signifying the need for a fresh start. Overall, "Wandering Child" explores themes of loneliness, brokenness, and the search for identity. The song portrays the struggle of a lost soul seeking help and guidance to find their place in the world.

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Home / Blog / Strategies for managing children who wander

Strategies for managing children who wander

Wandering or absconding is a behaviour of concern that some children on the spectrum may engage in; however, the reasons why this behaviour occurs, and when it is likely to happen, can vary significantly.

This means that in order to reduce the occurrences of wandering and the potential for a child to find themselves in a frightening or dangerous situation, it is important to understand the triggers, have some strategies in place to mitigate the risks, and to find ways of replacing this concerning behaviour.

Why do children with autism wander?

As all children and teens on the spectrum are different, so are the reasons why they may wander. The behaviour can occur both when children are alone or when they are under the supervision of an adult.

Likewise, this behaviour can take different forms. Some children will bolt, either towards a particular place or thing, or away from some form of stimulus. They may be attempting to get to a favourite place, for instance, or seeking out a stimulus that they enjoy, like water. Alternatively, they may be attempting to avoid a particular stimulus, like noise or traffic, or they want to experience the attention that comes with being pursued.

Other children on the spectrum, however, may wander more aimlessly with no particular goal or location in mind.

It can often be the case that children wander when they are in new or unfamiliar environments, and as a consequence become disoriented or feel under stress. They may also be trying to avoid the demands of social interaction, such as they experience at school.

Nevertheless, what most children with autism who wander will have in common is that they likely don’t appreciate the dangers that this behaviour presents. Therefore, it may require interventions, strategies and the learning of new behaviours to help ensure that they don’t inadvertently put themselves at risk by absconding into dangerous places or scenarios.

Understanding wandering behaviour in children on the spectrum

The first step towards devising effective strategies to manage wandering is to understand the reasons why this behaviour may be occurring.

A behavioural practitioner or psychologist will likely be able to help in this process. These professionals can help to identify why behaviours of concern such as wandering are occurring, and then introduce and teach alternative new behaviours. This sort of intervention, known as Positive Behaviour Support (PBS), is based on understanding the function of the behaviour i.e., the purpose(s), or what the child is getting from wandering, and then introducing alternative ways in which they might achieve this.

This can over time lead to the wandering behaviour being replaced e.g., the child learns to tell a carer or teacher when they want to leave a place or situation. A key element of a replacement behaviour should be that it serves the same function but requires less effort and is more rewarding than wandering.

Using social narratives can also be a useful way of helping children who wander to understand the consequences of this behaviour and the importance of staying safe. Social narratives break down information in a clear and literal way, and can be used to explain the outcome of situations and events, e.g., highlighting the risks presented by large bodies of water, traffic, stranger danger, etc., as well as helping children to develop important self-care skills.

Positive reinforcement, which involves giving praise or a reward when new alternative behaviours are displayed, can also be effective as part of this process. For instance, you may use verbal praise and/or a reward when a child stays with you when visiting the supermarket, or tells a teacher when they are feeling the pressure of social demands at school.

It is helpful to remember that addressing behaviours of concern like wandering can take some time, but with a coordinated, well-planned approach using a range of interventions and therapies, the impact and frequency can be reduced.

How can you manage wandering behaviour?

Once you have been able to identify some of the causes for wandering behaviour, there are also some practical steps that you can take which might be helpful in reducing the potential for a child absconding.

Modifying the environment can be very useful in this respect. If a child tends to bolt or wander towards water, for instance, you could seek to avoid going to places where it is easy to reach or try to stay away from particularly loud environments if noise is a stimulus that causes them to bolt, e.g., you might change the time at which you go shopping so that you visit the supermarket when it is less busy, for instance. Alternatively, if there is a favourite place to which children wander, visiting that place regularly under a carer’s supervision may help to reduce the frequency with which they abscond.

The type of strategies that you can use to modify the environment will become clearer once you have been able to gain a better understanding of what is triggering this behaviour.

Wandering behaviour may also occur when children on the spectrum find themselves in new or unfamiliar environments, for instance when they are transitioning from primary school to secondary school. In such a scenario, enacting a clear and detailed orientation plan prior to the move may be necessary, meaning that the time required to help a child with autism become familiar with and settle into a new school environment could take longer than for a child not on the spectrum.

It may also be useful to have an emergency plan in place that you can activate if your child does abscond from school, home or another location. Depending on their age, their propensity to wander and the region in which you live, you can put a range of precautionary procedures in place. These might include:

• Having a clear photograph of your child with their name, address and other relevant details ready to share with police, your child’s school, neighbours and other people who might be able to help.
• A list of places to which your child has wandered before; it might be helpful to share the above information with staff at these places, if applicable.
• Helpful information that you can share regarding how your child might react to or engage with people who they don’t know. This can be particularly relevant for older children and teenagers, whose social interaction skills may make it seem as though they are being uncooperative or recalcitrant if confronted.

It will also be beneficial to teach your child what to do if they do get lost, e.g., who they should and shouldn’t speak to, where they should go, etc. Social narratives can be an effective tool in teaching these skills.

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