Autistic pupils’ experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland

Autistic pupils have the right to be heard in matters concerning their education and to be active agents in shaping their school experiences. Despite this, educational policies and research have rarely included the voices of autistic children, failing to identify what they consider to be beneficial and meaningful in their own education. This study presents findings from a scoping review of the research literature on the school experiences of autistic pupils (aged 4–18 years). The study aimed to summarise findings from the perspective of children themselves and to identify gaps for future research through consultation with autistic pupils in Ireland. Thirty-six studies were included in the review and six themes were identified: experiences of feeling misunderstood, of bullying and masking, of feeling excluded, of anxiety, of sensory needs in school, and of feelings being overwhelmed during transitions. Consultation with a Child and Youth Advisory Group (CYAG) highlighted that the six themes were consistent with autistic pupils’ experiences but that reports of positive experiences were missing in the literature. The review also highlighted an important gap in literature on the primary school experiences of autistic pupils and the need to collaborate with autistic students themselves in matters concerning their education.