A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school?

ABSTRACT: Mainstream secondary school can be a challenging environment for autistic students, in part due to social and sensory factors. Research to date has focussed on identifying the negative aspects of school experience; however, few studies have identified factors that promote positive experiences. We take a neuro-affirmative approach when exploring how schools can support autistic students, informed by both the social and the human rights models of disability. We conducted a systematic review of qualitative studies in which autistic adolescents and adults identified factors that related to positive experiences in mainstream secondary school. We identified 117 relevant studies and 36 met inclusion criteria. Through thematic synthesis, we developed overarching themes: 'Understanding and Acceptan

SUBMITTER: McKinlay M 

PROVIDER: S-EPMC11894829 | biostudies-literature | 2025 Mar

REPOSITORIES: biostudies-literature