Autistic Young People's Psychological Well-Being in School
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| Title: | Autistic Young People's Psychological Well-Being in School |
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| Language: | English |
| Authors: | Hazel Greer, Caitlin A Williams (ORCID |
| Source: | Autism: The International Journal of Research and Practice. 2026 30(4):1062-1072. |
| 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: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Autism Spectrum Disorders, Students with Disabilities, Well Being, Student Attitudes, Adolescents, Affective Behavior, Self Concept, Bullying, Victims, Peer Relationship, Foreign Countries, Psychological Patterns, Behavior Problems |
| Geographic Terms: | United Kingdom |
| Assessment and Survey Identifiers: | Strengths and Difficulties Questionnaire |
| DOI: | 10.1177/13623613261425010 |
| ISSN: | 1362-3613 1461-7005 |
| Abstract: | Autistic students often face unique challenges at school compared to their non-autistic peers. However, there is a lack of robust evidence investigating their well-being at school. This study examined autistic adolescents' school well-being using data from a UK population-based cohort. Participants self-reported their positive and negative affect towards and within school. Results indicated that autistic adolescents (n = 271; M[subscript age] = 13.73; SD = 0.47; 23.11% female) experienced significantly lower levels of school well-being than non-autistic adolescents (n = 8077; M[subscript age] = 13.78; SD = 0.45; 50.67% female), as evidenced by both lower positive, and higher negative, affect. Differences were attenuated when factors associated with school well-being were controlled for, and levels of well-being no longer differed significantly. Autistic adolescents' (n = 412; M[subscript age] = 13.76; SD = 0.46; 18.52% female) positive affect towards school was mostly associated with academic self-concept, whereas negative affect was mostly associated with academic self-concept, bullying victimisation and peer problems. The findings suggest that autistic school well-being could be promoted by supporting autistic students to feel good about their academic effort at school, as well as through school-wide anti-bullying programmes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501100 |
| Database: | ERIC |
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| Abstract: | Autistic students often face unique challenges at school compared to their non-autistic peers. However, there is a lack of robust evidence investigating their well-being at school. This study examined autistic adolescents' school well-being using data from a UK population-based cohort. Participants self-reported their positive and negative affect towards and within school. Results indicated that autistic adolescents (n = 271; M[subscript age] = 13.73; SD = 0.47; 23.11% female) experienced significantly lower levels of school well-being than non-autistic adolescents (n = 8077; M[subscript age] = 13.78; SD = 0.45; 50.67% female), as evidenced by both lower positive, and higher negative, affect. Differences were attenuated when factors associated with school well-being were controlled for, and levels of well-being no longer differed significantly. Autistic adolescents' (n = 412; M[subscript age] = 13.76; SD = 0.46; 18.52% female) positive affect towards school was mostly associated with academic self-concept, whereas negative affect was mostly associated with academic self-concept, bullying victimisation and peer problems. The findings suggest that autistic school well-being could be promoted by supporting autistic students to feel good about their academic effort at school, as well as through school-wide anti-bullying programmes. |
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| ISSN: | 1362-3613 1461-7005 |
| DOI: | 10.1177/13623613261425010 |
