'We think differently, we learn differently, but at the end of the day we're not that different': Strengths-based approaches in high school from the perspectives of autistic adolescents.

Abstract

Emerging evidence supports the use of strengths-based approaches for autistic students, yet limited research has explored these approaches from the perspectives of autistic adolescents in mainstream high schools. This study used a descriptive phenomenological methodology to examine the perspectives of 16 autistic adolescents who were either in high school or had recently completed high school in Australia. Semi-structured interviews were conducted and analysed using a modified seven-step Colaizzi method. Eight themes were identified, grouped under two overarching categories: (1) benefits of leveraging strengths and interests, and (2) support needed for strengths application and development. Adolescents described increased engagement and motivation when learning aligned with their interests, the value of connecting with like-minded peers, and the role of strengths in shaping future aspirations. They also highlighted supports they found helpful, including trusting teacher-student relationships, opportunities for autonomy through accommodations, interest-driven and hands-on learning, structured social experiences, and future-focused planning. These findings provide new insights into how strengths-based approaches can be implemented in high schools. Including autistic adolescents' voices is essential to bridging the gap between inclusive education theory and classroom practice. This study offers actionable guidance for developing strengths-based approaches that foster motivation, confidence, and long-term success for autistic students.Lay abstractThis study explored autistic adolescents experiences and perspectives of strengths-based approaches in mainstream high schools. While there is growing support for recognising and building on students' strengths, little is known about how these approaches are understood and experienced by autistic students themselves. We interviewed 16 autistic adolescents in Australia who were either still in high school or had recently finished. They shared their experiences in one-on-one conversations, and their insights were carefully analysed using a method designed to highlight key themes in how people describe their lived experiences. Autistic students described how learning became more engaging and meaningful when it connected with their interests and strengths. They valued being with like-minded peers and felt more motivated when they could see a link between their strengths and future goals. They also identified helpful supports, such as having teachers who understood them, being given choices in how they learn, doing practical or interest-based tasks, opportunities to build social skills, and support with future planning. By listening directly to autistic students, this study shows how schools can better support them to thrive. The findings offer practical ideas for making high schools more inclusive, motivating, and future-focused for autistic students in Australia and around the world.