Autism and the U.K. Secondary School Experience

Abstract

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools.

Autistic girls and school exclusion: Perspectives of students and their parents

“…When provisions were more accepting of the girls' use of coping strategies and actively sought to alleviate barriers (e.g. uniform, lateness), engagement increased (see also Dillon et al, 2016). The girls and their parents were also appreciative of the experience-driven curriculum of the PRU, which provided opportunities for the girls to actively use their interests and take part in work experience.…”

“…Parents felt that schools often communicated poorly or were unresponsive to requests for support. Further, some parents began to fear incoming school phone calls due to their negativity (see also Dillon et al, 2016). If schools perpetuate negative interactions with families, parents feel isolated and worry that they are considered 'bad' parents (Tobin et al, 2012).…”

“…Humphrey and Lewis (2008), for example, found that anxiety, sensory-sensitivities, bullying and low selfimage contributed to negative secondary school experiences in their sample of 20 autistic boys. More recently, Dillon, Underwood and Freemantle (2016) reported how 14 autistic secondary school students (11 boys, 3 girls) were positive about their environment and appreciated good relationships with staff; reiterating how calmer atmospheres and positive staff-pupil relationships are potentially crucial to inclusion (Brede et al, 2016;Lloyd & O'Regan, 1999;Makin, Hill & Pellicano, 2017;Michael & Frederickson, 2013;Robertson, Chamberlain, & Kasari, 2003).…”

An exploration from a life course perspective of the transition from school for autistic young people ​​​​​​​

“…However, adolescents on the Autism spectrum may experience challenges forming close friendships (Dillon, Underwood & Freemantle, 2016;Ratcliffe, Wong, Dossestor & Hayes, 2015).…”

“…Factors such as developing positive interactions with school staff, providing adaptions to the classroom to reduce noise, creating engaging learning opportunities to facilitate school participation and including the use of students' strengths can all impact on the quality of the school experiences for students on the Autism spectrum (Dillon, Underwood & Freemantle, 2016;Saggers, Hwang & Mercer, 2011 …”