'School should be a place where everyone feels comfortable and accepted': An exploration of autistic adolescent girls' lived experiences of emotional wellbeing in mainstream secondary schools.
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| Title: | 'School should be a place where everyone feels comfortable and accepted': An exploration of autistic adolescent girls' lived experiences of emotional wellbeing in mainstream secondary schools. |
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| Authors: | Roberts, Katie (AUTHOR) |
| Source: | Educational & Child Psychology. Autumn2025, Vol. 49 Issue 2, p73-89. 17p. |
| Subjects: | Well-being, Inclusive education, Adolescence, Interpersonal relations, Autistic children, Public schools |
| Abstract: | Aim: This study explored autistic girls' lived experiences of emotional wellbeing in mainstream secondary schools. Despite heightened mental health risks for autistic individuals, particularly during adolescence, research on autistic girls remains scarce. They are often overlooked in school support models, which leads to mislabelling, delayed diagnoses, and adverse emotional outcomes. Method: This study used Interpretative Phenomenological Analysis (IPA) to explore the experiences of four autistic adolescent girls in mainstream secondary schools. Each pupil participated in one semi-structured interview, discussing their experiences of emotional wellbeing in mainstream secondary school. The structured approach by Smith et al. (2022) was used to analyse data. Findings: Five group experiential themes were interpreted to influence emotional wellbeing: the mainstream environment, classroom dynamics, relationships, use of coping mechanisms, and perceptions of inclusion and belonging. Relationships were central, with peers providing support and acceptance, and positive teacher interactions fostering engagement and emotional stability. Sensory sensitivities and rigid school structures posed challenges to wellbeing. Limitations: With only four participants, findings reflect this specific group and may not transfer to other contexts. Data collection relied on verbal interviews, requiring participants to have sufficient language proficiency, potentially limiting data depth. Future research should consider mixed methods and the use of visual or quantitative measures to improve accessibility and triangulate findings. Conclusions: Findings highlight the importance of inclusive environments that nurture relationships, support sensory needs, and promote acceptance for autistic girls' wellbeing. Educational Psychologists play a role in enhancing staff understanding and promoting relational approaches to support autistic girls' wellbeing. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Aim: This study explored autistic girls' lived experiences of emotional wellbeing in mainstream secondary schools. Despite heightened mental health risks for autistic individuals, particularly during adolescence, research on autistic girls remains scarce. They are often overlooked in school support models, which leads to mislabelling, delayed diagnoses, and adverse emotional outcomes. Method: This study used Interpretative Phenomenological Analysis (IPA) to explore the experiences of four autistic adolescent girls in mainstream secondary schools. Each pupil participated in one semi-structured interview, discussing their experiences of emotional wellbeing in mainstream secondary school. The structured approach by Smith et al. (2022) was used to analyse data. Findings: Five group experiential themes were interpreted to influence emotional wellbeing: the mainstream environment, classroom dynamics, relationships, use of coping mechanisms, and perceptions of inclusion and belonging. Relationships were central, with peers providing support and acceptance, and positive teacher interactions fostering engagement and emotional stability. Sensory sensitivities and rigid school structures posed challenges to wellbeing. Limitations: With only four participants, findings reflect this specific group and may not transfer to other contexts. Data collection relied on verbal interviews, requiring participants to have sufficient language proficiency, potentially limiting data depth. Future research should consider mixed methods and the use of visual or quantitative measures to improve accessibility and triangulate findings. Conclusions: Findings highlight the importance of inclusive environments that nurture relationships, support sensory needs, and promote acceptance for autistic girls' wellbeing. Educational Psychologists play a role in enhancing staff understanding and promoting relational approaches to support autistic girls' wellbeing. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2025.42.4.73 |
