‘Everybody needs to learn more’: A thematic synthesis of the first-hand experiences of autistic students in primary schools

Abstract

Autistic students are more likely to experience mental health difficulties and have poorer academic outcomes than their non-autistic peers. However, most research into school experiences has focussed on secondary-aged students, or parents and school staff's perceptions of the primary school experiences of autistic students. The current systematic literature review explores the experiences of autistic students in primary school. Databases (PsycInfo, ERIC, SCOPUS and CINAHL) and hand searching were utilised to identify qualitative research. The research was included if it explored current and retrospective accounts of autistic people, internationally. Studies were excluded if they did not include the voice of at least one autistic person. Twenty-two studies met the inclusion criteria and were analysed using thematic synthesis. Four analytical themes (‘We all have different experiences of school’, ‘We don’t do things wrong we do them differently, and I need you to understand’, ‘Good relationships make it better’ and ‘Success matters but the environment is key’) were generated. There were both positive and negative accounts, with some students detailing the long-term negative effects of primary schooling on their mental health. Overall, students in the review felt everybody needed to learn more about autism, as well as provide specific and subtle support based on individual needs. Strengths, limitations and implications for practice are discussed. Lay abstract The school environment can be a difficult place for autistic children which impacts their well-being and academic performance. Most research into school experiences has looked at the experiences of students at secondary schools or at adults who support autistic students. In this research we used a set of keywords to search for studies that included the voices of autistic students (both current and past) about what primary school was like for them. After a detailed search process, 22 studies from a range of countries were located. The results from each of these studies were analysed and sorted into themes: ‘We all have different experiences of school’, ‘We don’t do things wrong we do them differently, and I need you to understand, ‘Good relationships make it better’, and ‘Success matters but the environment is key’. The results highlighted that although primary school was a positive for some students, for many it was a time of stress, with the negative impact lasting a long time. The participants felt that everybody needs to learn more about autism and that school staff should provide support that is based on their needs but does not make them stand out as different.