What autistic students say about their learning and teaching experiences in mainstream secondary school: a scoping review

In Australia, approximately one in 100 people have a diagnosis of autism, with young people on the spectrum less likely to continue education beyond secondary school. Barriers include the school environment, inadequate teacher preparation, a lack of understanding about autism, and the persistence of negative stereotypes that are linked to the deficit-based medical model, which pathologises autism. The under representation of autistic voices in research is well documented. Despite international human rights instruments and Australian federal legislation that obligate educators to listen to and respond to views of children, this is not common. The perspectives of professionals, teachers, and parents dominate the discourse in autism education. A scoping review was conducted to map research that foregrounded the perspectives of students attending regular (mainstream) secondary school to better understand ways in which to support their participation in school. Five online databases identified articles published between 2002-2022, from which 13 articles were selected. All articles focused on the first-hand accounts of autistic students' experiences in regular (mainstream) secondary school. The findings suggested that the needs of autistic students are not being adequately met. Five themes were identified across the studies: the school environment and sensory issues; communication and relationships with staff and peers; inclusion and exclusion; self-perception, autistic identity and negotiating difference; and student wellbeing. To improve autistic students' experiences in school, educators and policy makers need to work collaboratively with students to understand and address their needs.