I was hanging in the air and holding on tight. It’s exhausting: An autistic perspective on their journey through the general school system

Lay abstract

In the past decade, autistic children have increasingly enrolled in general schools worldwide. However, most insights into their educational experiences come from educators and parents. There is a gap in understanding autistic children’s perspectives on their educational experiences. The limited evidence from autistic children primarily focuses on middle school and reveals complex feelings of loneliness, anxiety and being misunderstood by teachers and peers. Moreover, research to date has not examined the full-time period of general education, which is needed to understand the cumulative developmental trajectory from elementary through high school. To address these gaps, this study investigated the lived experiences of 10 autistic individuals (ages 19–25 years) who had completed their entire school journey in general education settings. This study utilised in-depth interviews and a visual technique called the ‘Blob Tree’ to elicit their stories. The findings indicated that during primary school, participants felt overwhelmed and confused by the school environment. The transition to middle school, where they received an autism diagnosis, marked a period of significant instability, social insecurity and loneliness. Interestingly, the participants gained confidence during high school, accepted their autism and developed a more positive self-image. These findings emphasise the importance of learning the longitudinal self-perspective of autistic individuals through creative methods like the ‘Blob Tree’ technique. Furthermore, the study highlights the crucial role of effective support services during school transitions, particularly from experts in inclusive education. It underscores the need to create environments within general schools that are more inclusive to support autistic students better.