'We think differently, we learn differently, but at the end of the day we're not that different': Strengths-based approaches in high school from the perspectives of autistic adolescents.

ABSTRACT: Emerging evidence supports the use of strengths-based approaches for autistic students, yet limited research has explored these approaches from the perspectives of autistic adolescents in mainstream high schools. This study used a descriptive phenomenological methodology to examine the perspectives of 16 autistic adolescents who were either in high school or had recently completed high school in Australia. Semi-structured interviews were conducted and analysed using a modified seven-step Colaizzi method. Eight themes were identified, grouped under two overarching categories: (1) benefits of leveraging strengths and interests, and (2) support needed for strengths application and development. Adolescents described increased engagement and motivation when learning aligned with their interests

SUBMITTER: White J 

PROVIDER: S-EPMC12531396 | biostudies-literature | 2025 Nov

REPOSITORIES: biostudies-literature