The Impact of Specialist Resource Centres on Autistic Pupils' Experience of Mainstream School
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| Title: | The Impact of Specialist Resource Centres on Autistic Pupils' Experience of Mainstream School |
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| Language: | English |
| Authors: | Anna Cook (ORCID |
| Source: | Autism: The International Journal of Research and Practice. 2026 30(4):1088-1107. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Elementary Education Grade 7 Junior High Schools Middle Schools Grade 8 Grade 9 High Schools |
| Descriptors: | Resource Centers, Specialists, Mainstreaming, Autism Spectrum Disorders, Well Being, Psychological Patterns, Inclusion, Social Integration, Peer Relationship, Teacher Student Relationship, Attendance, Academic Achievement, Student Placement, Outcomes of Education, Prediction, Mental Health, Secondary School Students, Suburban Schools, Foreign Countries, Students with Disabilities, Grade 7, Grade 8, Grade 9, Behavior Problems, Child Behavior, Questionnaires, Screening Tests, Student Attitudes |
| Geographic Terms: | United Kingdom (England) |
| Assessment and Survey Identifiers: | Strengths and Difficulties Questionnaire |
| DOI: | 10.1177/13623613261426099 |
| ISSN: | 1362-3613 1461-7005 |
| Abstract: | This study investigated how autistic pupils' psychological, social and educational outcomes differed in contrasting mainstream provisions. Using a three-year longitudinal quasi-experimental design, outcomes were compared across three placements: placement in a specialist resource centre, mainstream placement in specialist resource centre host schools, and placement in mainstream schools without a specialist resource centre. Autistic pupils (N = 119, aged 11-14) and matched non-autistic peers (N = 119) completed surveys and schools provided attainment, attendance, and exclusion data. Placement type showed no main effects on psychosocial outcomes in mixed analyses of variance, indicating limited evidence for differential change by placement alone, but hierarchical regressions indicated that specialist resource centre placement was statistically associated with higher academic attainment and stronger school belonging than mainstream schools without a specialist resource centre, and greater perceived teacher support than mainstream placement in specialist resource centre host schools. Attendance disparities for specialist resource centre pupils were smaller than national averages for autistic pupils, though attendance remained below whole-school averages. Perceived peer and teacher support were most strongly associated with positive outcomes across models, highlighting relational inclusion as a potential mechanism. Findings underscore the value of positive relationships in fostering belonging, reducing disparities, and promoting well-being for autistic pupils. Overall, specialist resource centre approaches may be associated with academic and belonging advantages, while relational inclusion appears central to positive outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501099 |
| Database: | ERIC |
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