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Autistic young people's psychological well-being in school
Hazel Greer1, Caitlin A Williams2,3, Afia Ali4,5
1University of East London, UK.
Autism : the International Journal of Research and Practice
|March 17, 2026
Summary
Autistic adolescents report lower school well-being than non-autistic peers, experiencing less positive and more negative affect. This difference diminishes when accounting for factors like academic self-concept and bullying, suggesting targeted interventions can improve autistic students' school experiences.
Area of Science:
- Neurodevelopmental disorders
- Adolescent psychology
- Educational psychology
Background:
- Autistic students face unique school challenges.
- Limited research exists on autistic adolescents' school well-being.
- School well-being impacts learning, social connections, and mental health.
Purpose of the Study:
- To examine school well-being in autistic adolescents.
- To compare well-being between autistic and non-autistic adolescents.
- To identify factors associated with autistic students' school well-being.
Main Methods:
- Utilized UK population-based cohort data.
- Assessed positive and negative affect towards/within school.
- Controlled for factors including academic self-concept, bullying, and peer relationships.
Main Results:
- Autistic adolescents reported significantly lower school well-being (lower positive, higher negative affect).
- Differences were attenuated when controlling for covariates.
- Academic self-concept, bullying, and peer issues were key associated factors for autistic students.
Conclusions:
- The disparity in school well-being between autistic and non-autistic students is largely explained by modifiable factors.
- Supporting academic self-concept can enhance positive affect.
- School-wide anti-bullying programs can mitigate negative affect and improve well-being.
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