Smith, Jodie; Rabba, Aspasia Stacey; Coverdale, Georgia; Datta, Poulomee; Hall, Gabrielle; Heyworth, Melanie; Hudry, Kristelle; ... Pellicano, Elizabeth; + view all Smith, Jodie; Rabba, Aspasia Stacey; Coverdale, Georgia; Datta, Poulomee; Hall, Gabrielle; Heyworth, Melanie; Hudry, Kristelle; Lawson, Wenn; Lilley, Rozanna; Pellicano, Elizabeth; - view fewer (2025) "I Just Feel Like the Teacher Understood Me, and She Knew What I Needed": School Experiences of Autistic Students from Diverse Backgrounds. Autism & Developmental Language Impairments , 10 , Article 23969415251377973. 10.1177/23969415251377973. (In press).

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Abstract

Background and aims: Gathering Autistic young people's testimony is critical for understanding their lived experience of education and designing settings in which these students can thrive. Despite increasing knowledge in this field, we lack perspectives from a broad range of Autistic students which necessarily limits our ability to build inclusive, supportive environments for all. This study explored the educational experiences of preschool and school-aged Autistic students from diverse age groups, backgrounds, and educational settings. Methods: Thirty-six Autistic students (aged 4–18 years) from Chinese, Vietnamese, Somali, Lebanese, and White Australian backgrounds shared their thoughts and experiences of their education. Through semi-structured interviews, students told their stories using words and pictures. Interview transcripts were analyzed using reflexive thematic analysis. Results: Students described experiencing significant overwhelm within education settings, which led them to value access to safe spaces and having autonomy over decisions in their school day. A strong sense of fairness and justice was reported with students frustrated by inequitable application of school rules, as well as being discouraged by educators’ low expectations of them. Students preferred teachers who were clear and direct in their communication and genuinely cared about them as individuals. Students were mindful of others’ differences and perspectives, striving for mutual respect and friendship with their peers. Conclusions: Findings from this research indicate that to thrive academically, emotionally and socially, Autistic students need thoughtfully designed education settings with high expectations for every student, together with individualistic care from teachers. Implications: Our findings reinforce how classroom design and education practices must consider the needs of all students for Autistic students to thrive. From a practice perspective, promoting student autonomy around aspects of their educational environment—such as the ability to use headphones in class or provision of spaces in which to retreat to prevent or manage sensory/social overwhelm—could be “quick wins” for schools wanting to foster safer, more secure settings for Autistic learners. Broadly, educators should aim to embed as much certainty as possible into Autistic students’ educational environments to lay a solid foundation for learning. This foundation is likely to be most effective when educators are partners in discovery with each individual Autistic student, seeking to understand their unique strengths, needs, personalities and identities, and build trusting student–teacher relationships. While our research examined the perspectives of a diverse range of Autistic students, future research should attempt to elicit the educational experiences of both younger Autistic children (e.g., preschoolers) and non- or semi-speaking children, exploring methods suited to this purpose.

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