Establishing and maintaining friendships is frequently challenging for young people with autism spectrum conditions (ASC). However, few studies have explored influences on friendship development, meaning that knowledge of friendship formation processes remains limited at a critical point in social development. As friendship can impact on well-being and the success of educational inclusion, addressing this issue is important and timely. This study explores friendship among adolescents with ASC, and in particular the meaning and nature of friendship, including perceived influences on its development. Semi-structured interviews were conducted with nine participants: three adolescent students with ASC, a parent of each student, and key teachers. Students were found to have an understanding of friendship, although parents often felt it was theoretical and did not correlate with their own experiences. All of the students expressed a desire for friendship and reported having experienced loneliness. Friendships tended to centre on structured activities such as computer games, which provided both support and obstacles for friendship development. Further individual and contextual influences included levels of maturity, understanding of social rules, school environment, and peer acceptance. The implications of these findings are discussed in relation to research and practice in educational settings.
School can be challenging for autistic girls who are at risk of internalised anxiety which can ultimately lead to school avoidance. Low attendance is acknowledged as negatively impacting on educational attainment and exacerbating mental health difficulties. Semi-structured interviews were conducted with three autistic girls aged 13-15 years from different high schools, their parent(s) and key adult. Thematic analysis identified the first phase of re-engagement is developing a trusting student-key adult relationship. This provides the foundation for social and emotional intervention.Challenges were also acknowledged and possible improvements reflected upon. These results will aid educators and researchers aiming to support the successful inclusion of autistic girls at risk of experiencing emotionally based school avoidance in mainstream high schools.
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