Exploring the barriers and facilitators of school success for autistic adolescents in mainstream schools using qualitative methods

In the UK, most autistic pupils are educated in mainstream schools. However, evidence shows that autistic pupils are more likely to experience lower quality of school life, and an academic attainment gap exists between autistic pupils and their peers. To reduce current educational inequalities for autistic pupils, it is critical to take a holistic approach and understand potential barriers and facilitators to their school success. Amplifying the autistic voice and utilising insights from autistic pupils currently attending mainstream secondary schools alongside their parents, is fundamentally important. This mixed-method, multi-informant study utilised accessible approaches (accessible interviewing, pot-sorting task, parent questionnaire) to explore the views of autistic adolescents (n=14; 12-17 years) and parents. Reflexive Thematic Analysis identified core themes around facilitators and barriers to school success. The young people and parents highlighted core roles of relationships with others, the school environment, individual experiences, and (lack of) understanding. At a time when the UK is experiencing a school and attendance crisis, when school resources are limited, and when so many young people express that they are not happy at school, these insights provide potential areas for the prioritisation of evidence-informed actions, with the ultimate goal of improving school success for autistic pupils.