School Participation in Autistic Girls and Boys: The Role of Social-Communication Abilities and Extrinsic Barriers
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| Title: | School Participation in Autistic Girls and Boys: The Role of Social-Communication Abilities and Extrinsic Barriers |
|---|---|
| Language: | English |
| Authors: | Adeline Lacroix (ORCID |
| Source: | Autism: The International Journal of Research and Practice. 2026 30(5):1242-1262. |
| 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: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Autism Spectrum Disorders, Early Adolescents, Children, Executive Function, Interpersonal Communication, Interpersonal Relationship, Interpersonal Competence, Student Participation, Barriers, Gender Differences, Intellectual Disability, Environmental Influences, Perceptual Impairments, Teacher Attitudes, Peer Relationship, Attitudes toward Disabilities, Foreign Countries, Age Differences, Behavior Problems, Comorbidity |
| Geographic Terms: | France |
| DOI: | 10.1177/13623613261428668 |
| ISSN: | 1362-3613 1461-7005 |
| Abstract: | This study aimed to offer a depiction and comprehensive understanding of school participation in autistic youth, which has received limited exploration. Parents of 871 autistic youth aged 7 or 15 were invited to participate in a study, among whom 600 agreed, allowing data collection on diagnosis, comorbidities, school, professional support, and parental characteristics. They were asked to fill in questionnaires assessing executive functions, social-communication difficulties, and school participation, completed by 241. Structural equation modeling and descriptive methods were employed to examine factors influencing school participation and the desire for change. Social-communication abilities stand out as the sole intrinsic determinant associated with school participation. Being a female and having an intellectual disability might negatively impact mainstream school attendance, without exerting a similar influence on activity attendance and involvement. Caregivers identified school demands and the sensory environment as extrinsic barriers to school participation, while teachers' attitudes and peer relationships were seen as both potential barriers and facilitators. Finally, 36%-58% indicated a desire for increased participation in at least one school activity. Our findings highlight the need to reduce stigma around autism, improve school support, and give special consideration to the schooling experiences of autistic girls. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/h6wb9/overview |
| Entry Date: | 2026 |
| Accession Number: | EJ1503270 |
| Database: | ERIC |
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| Abstract: | This study aimed to offer a depiction and comprehensive understanding of school participation in autistic youth, which has received limited exploration. Parents of 871 autistic youth aged 7 or 15 were invited to participate in a study, among whom 600 agreed, allowing data collection on diagnosis, comorbidities, school, professional support, and parental characteristics. They were asked to fill in questionnaires assessing executive functions, social-communication difficulties, and school participation, completed by 241. Structural equation modeling and descriptive methods were employed to examine factors influencing school participation and the desire for change. Social-communication abilities stand out as the sole intrinsic determinant associated with school participation. Being a female and having an intellectual disability might negatively impact mainstream school attendance, without exerting a similar influence on activity attendance and involvement. Caregivers identified school demands and the sensory environment as extrinsic barriers to school participation, while teachers' attitudes and peer relationships were seen as both potential barriers and facilitators. Finally, 36%-58% indicated a desire for increased participation in at least one school activity. Our findings highlight the need to reduce stigma around autism, improve school support, and give special consideration to the schooling experiences of autistic girls. |
|---|---|
| ISSN: | 1362-3613 1461-7005 |
| DOI: | 10.1177/13623613261428668 |
