Bates, Joanne;
(2024)
Belonging post-16: Experiences of Autistic
Young People attending Further Education
Settings in England.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Abstract
A sense of belonging is associated with wellbeing and educational success. Autistic people experience poorer education and mental health outcomes compared to non- autistic peers. There is limited research regarding autistic young people’s experiences of belonging in the Further Education (FE) setting. This is salient to the Educational Psychologists (EPs) role, who work with young people to the age of 25 and support the transition to adulthood. This research utilised a qualitative, flexible methodology to explore how 10 autistic young people experience a sense of belonging through semi- structured interview, photo-elicitation, and timeline activities. Data were analysed using reflexive thematic analysis and three master themes were identified: (1) Belonging is where I can be my authentic self; (2) Experiences of unbelonging in a non-autistic world; (3) Enabling authentic and belonging experiences. Young people experienced belonging in different contexts: at home, in nature, in their FE setting and places relating to their special interests. They also felt belonging in their relationships with others, particularly with their pets, their families, and with other autistic people. Social belonging experiences were difficult to attain and more effortful, whereas asocial experiences of belonging were experienced without barriers. Corroborating previous research, inaccessible sensory environments, autism stigma and mutual misunderstandings limited belonging experiences. Facilitative factors included quality staff relationships, positive sensory environments, and technology. Young people’s descriptions of belonging are considered in relation to an eco-systemic model of belonging, demonstrating the interaction between personal and systemic factors on individual experiences. This study demonstrates the value of inclusive approaches and promoting autistic lived experiences in research and exemplifies an important role for EPs in this process. The strengths and limitations of the study are outlined, and key findings are discussed alongside opportunities for further research, as well as implications for EP practice, the FE context, and key stakeholders.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | D.Ed.Psy |
| Title: | Belonging post-16: Experiences of Autistic Young People attending Further Education Settings in England |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2024. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10196375 |
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