Exley, Megan Elizabeth Lola; (2023) Promoting Mental Health and Wellbeing for Autistc Students in Mainstream Secondary School. Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

Autistic young people experience significantly higher rates of mental health difficulties than their neurotypical peers. These often develop as they transition to secondary school and coincide with a low sense of belonging. The review paper was undertaken to critically analyse and synthesise findings from 13 studies exploring views from autistic students about their experiences in mainstream secondary school. Findings pertaining to the challenges of their educational experiences were reviewed with thematic synthesis to identify potential barriers to their sense of belonging and psychological wellbeing. Twelve descriptive themes and four analytical themes emerged from the synthesis and are discussed with suggestions for practice and future research. Furthermore, anxiety is the most common co-occurring difficulty in autism and many autistic students experience feelings of loneliness. Yet, no known research has explored the relationship between anxiety and social support for autistic students in mainstream secondary school. The empirical paper sought to address this gap. Linear regression was used to analyse data from 60 autistic students who completed an online survey to measure their levels of social support and anxiety. No significant relationship between the variables was found, which suggests that social support is unlikely to be a protective factor for anxiety for autistic students, though it was hypothesised that it could aid them to cope with anxiety. Nine students who reported high levels of both social support and anxiety took part in semi-structured interviews to explore this and their responses were analysed with reflexive thematic analysis. Two research questions were posed and three themes emerged within each to outline how social support helped students cope with anxiety and the features of an ‘ideal’ peer group. Findings extend those from previous research and uniquely contribute to the evidence base. Implications for professional practice, teaching and pedagogy are suggested, alongside ideas for future research and dissemination.

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