'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment
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View abstract on PubMed
Summary
This summary is machine-generated.Autistic students face sensory overload and inadequate support in mainstream schools, impacting their wellbeing and learning. Participatory research highlights the need for safe spaces and better understanding to improve educational experiences.
Area Of Science
- Neurodiversity studies
- Educational psychology
- Child and adolescent psychiatry
Background
- Autistic young people often experience challenges in mainstream school environments due to sensory sensitivities.
- Existing research has predominantly used a top-down approach, neglecting the firsthand experiences of autistic students.
- Sensory distress in schools can negatively affect behavior, learning, and overall wellbeing.
Purpose Of The Study
- To explore the sensory experiences of autistic students in a mainstream secondary school setting.
- To understand the impact of the school environment on autistic students' wellbeing and educational outcomes.
- To incorporate autistic voices using a participatory research approach.
Main Methods
- A participatory approach utilizing photo-voice and semi-structured interviews.
- Involved six autistic students aged 12-16 years from a UK secondary school.
- Data analyzed through reflexive thematic analysis.
Main Results
- Identified three key themes: impact of the school environment, importance of safe spaces, and levels of support and understanding.
- Autistic students reported routine overstimulation and overwhelm due to the school environment.
- Students highlighted a lack of adequate support to navigate sensory barriers.
Conclusions
- Mainstream school environments often fail to meet the sensory needs of autistic students.
- There is a critical need for increased funding, training, and resources for schools to support autistic pupils.
- Empowering autistic students' voices is essential for improving inclusive practices and educational outcomes.
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