Atkinson Elizabeth, Wright Sarah, Wood-Downie Henry
West Sussex Educational Psychology Service, Bridge House, Barrington Road, Goring-By-Sea, Worthing, BN12 4FP, UK.
Doctorate in Educational Psychology, University of Southampton, Highfield, Southampton, S017 1BJ, UK.
J Autism Dev Disord. 2025 Jan 8. doi: 10.1007/s10803-024-06668-w.
The prevalence of autistic students in schools is continuously increasing. Typically, the social and sensory differences associated with autism can make the school environment difficult to manage. Autistic students are more likely to experience mental health difficulties than their non-autistic peers. It is therefore important to listen to autistic people about their educational experiences and explore ways that the environment could be changed to reduce anxiety.
The current research explores whether the relationship between school belonging and anxiety in secondary-aged autistic students is mediated by camouflaging.
An anonymous online survey was completed by 72 autistic students attending mainstream schools in the UK and Ireland. The survey included questionnaires about school belonging (simple sense of belonging scale), anxiety (ASC-ASD) and camouflaging traits (CAT-Q). Further, the survey included open-ended questions about environmental factors related to school belonging and camouflaging. Qualitative content analysis was used to interpret answers to open ended questions.
The results found that, as predicted, camouflaging did mediate the relationship between school belonging and anxiety. Categories were created for each question, for example, 'the school environment' and 'acceptance and understanding'.
Social relationships; individual factors; the environment and adaptations, and acceptance and understanding, influence students' sense of belonging.
学校中自闭症学生的比例在持续上升。通常，与自闭症相关的社交和感官差异会使学校环境难以管理。自闭症学生比非自闭症同龄人更有可能出现心理健康问题。因此，倾听自闭症患者关于他们的教育经历并探索改变环境以减轻焦虑的方法很重要。
当前的研究探讨了在中学年龄段的自闭症学生中，学校归属感与焦虑之间的关系是否通过伪装来调节。
72名在英国和爱尔兰主流学校就读的自闭症学生完成了一项匿名在线调查。该调查包括关于学校归属感（简单归属感量表）、焦虑（自闭症谱系障碍焦虑量表）和伪装特质（伪装特质问卷）的问卷。此外，调查还包括关于与学校归属感和伪装相关的环境因素的开放式问题。定性内容分析用于解释对开放式问题的回答。
结果发现，如预期的那样，伪装确实调节了学校归属感与焦虑之间的关系。为每个问题创建了类别，例如“学校环境”和“接纳与理解”。
社会关系；个体因素；环境与适应，以及接纳与理解，影响学生的归属感。
