A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school?
Marisa McKinlay, David Thorpe, Eilidh Cage and 3 others
PMID 39404193WHAT IT FOUND
Autistic students prioritise understanding from adults, peer acceptance, and agency over sensory needs.
They benefit from predictable environments, shared interests, and tools to communicate limits. Support should be tailored to fluctuating needs and respect boundaries to avoid negative peer judgement.
Key findings
01Positive experiences rely on feeling understood and accepted by adults and peers, with support adapting to fluctuating needs rather than being constant.
02Students value environments that suit their sensory preferences, such as quiet respite spaces, predictable routines, and access to specific physical or auditory stimuli.
03Agency is crucial, with students actively using strategies like pupil passports, traffic-light wristbands, and early lesson changes to manage social and sensory demands.
STILL TO COME
How it was doneWhat they foundWhat it means for OTsWhat it means for SLPs
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What it does not show
The review included a heterogeneous range of school contexts and support models, which varied significantly between studies. It was not possible to assess how age or school stage affected experiences due to insufficient reporting in the primary studies. The majority of included studies were from Western societies and did not adequately represent diverse ethnicities, genders, or intersecting marginalised identities. Few studies included participants with intellectual disabilities or those who use alternative communication methods.
Declared interests
The authors declared no potential conflicts of interest and received no financial support for this work.
The easy way to misread this
Do not interpret the themes as a universal checklist for all autistic students. The review highlights that needs are individual and fluctuating, and that constant or visible support can sometimes be perceived negatively by peers. Interventions must be negotiated with the student to ensure they enhance agency rather than imposing a standardised model.