A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school?

Mainstream secondary school can be a challenging environment for autistic students, in part due to social and sensory factors. Research to date has focussed on identifying the negative aspects of school experience; however, few studies have identified factors that promote positive experiences. We take a neuro-affirmative approach when exploring how schools can support autistic students, informed by both the social and the human rights models of disability. We conducted a systematic review of qualitative studies in which autistic adolescents and adults identified factors that related to positive experiences in mainstream secondary school. We identified 117 relevant studies and 36 met inclusion criteria. Through thematic synthesis, we developed overarching themes: 'Understanding and Acceptance', 'Environments that suit me' and 'Agency to meet my needs', with additional subthemes. This study identified that agency, understanding and acceptance by both staff and peers, as well as access to engaging activities, were key factors in creating a positive and supportive environment for autistic students. Adaptation to both the social and sensory contexts were important to meet the needs of autistic students. The findings suggest that policy and practice should focus on creating a positive environment in schools for autistic students, in addition to addressing current challenges.Lay abstractResearch has shown that many autistic students do not thrive in mainstream secondary schools. Often studies focus on the challenges autistic people face rather than what supports thriving. We reviewed published articles, exploring what factors helped autistic people create a positive experience in school from their own perspective. We identified 36 studies and analysed the direct quotes made by autistic adolescents and adults in these studies. Factors important for positive experience included the autistic student feeling understood and accepted by adults and peers in school, being able to shape sensory and social environments in ways that suited them and accessing engaging activities. This review highlighted ways in which schools can become more inclusive and positive environments for autistic students.