Please listen to us: Adolescent autistic girls speak about learning and academic success

Abstract

Limited research is available with a focus on adolescent Autistic girls and their needs during secondary schooling. Consequently, many issues are often not recognised and addressed by educators. The small-scale Australian research reported here explored the experiences of five Autistic girls during their first 2 years of secondary school, with data being gathered via an online survey and semi-structured interviews. Findings are presented from the perspective of the girls themselves and highlight the negative impact of sensory, communication, and social difficulties, as well as the influence of anxiety and executive dysfunction on their learning and academic success. Unique insights into how the girls feel about school and the anxiety they experience there, together with everyday barriers to learning they encounter provide some important messages to schools and teachers.

What could be considered as effective support for autistic females in high school? A systematic literature review

“…In addition, methods to communicate changes to the routine, such as a room change or supply teachers, were welcomed by autistic females (Jacobs et al., 2021; Pickup, 2021; Tomlinson et al., 2022). Participants frequently identified noise within high schools as an exacerbating factor for stress and anxiety, indicating a preference for calm, quiet areas of school (Cook et al., 2018; Jacobs et al., 2021; Myles et al., 2019; Pickup, 2021; Tomlinson et al., 2022). Essex and Melham (2019) suggest that transition support should include guidance around independent travel, as autistic females can be anxious about travelling to and from their educational settings (Cridland et al., 2014; Essex & Melham, 2019).…”

“…Autistic girls and their parents recognised the challenges they faced around understanding the hidden social rules within the high school environment (Jacobs et al., 2021; Myles et al., 2019). Consequently, autistic participants valued external support in facilitating friendships at school, such as activities developed by form tutors to encourage conversation and regular opportunities to meet with others throughout the school day (Pickup, 2021; Ryan et al., 2021).…”

“…The importance of a positive connection between home and school was evident within eight papers (Cook et al., 2018; Cridland et al., 2014; Essex & Melham, 2019; Jacobs et al., 2021; Jamison & Schuttler, 2017; Klett & Turan, 2012; O'Hagan et al., 2022; Pickup, 2021). A central tenet of this theme related to close communication and collaboration between home and school (O'Hagan et al., 2022; Pickup, 2021).…”

“…Furthermore, strategies to enable autistic females to communicate their needs and enhance their understanding of school and social rules were found to reduce anxiety (Myles et al., 2019; Pickup, 2021). In addition, methods to communicate changes to the routine, such as a room change or supply teachers, were welcomed by autistic females (Jacobs et al., 2021; Pickup, 2021; Tomlinson et al., 2022). Participants frequently identified noise within high schools as an exacerbating factor for stress and anxiety, indicating a preference for calm, quiet areas of school (Cook et al., 2018; Jacobs et al., 2021; Myles et al., 2019; Pickup, 2021; Tomlinson et al., 2022).…”

GamerFit-ASD beta test: adapting an evidence-based exergaming and telehealth coaching intervention for autistic youth

“…Approximately 1 in 36 children in the United States has autism spectrum disorder (1), a developmental disability characterized by restricted interests, repetitive behaviors, and challenges with social communication (2). Autistic children and adolescents face considerable health disparities (3)(4)(5). For example, autistic youth have about twice the risk of obesity compared to youth without autism (6).…”