Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils' Experiences in Mainstream Secondary Schools.

Abstract

Autistic pupils in mainstream secondary schools face significant barriers to academic progress, social engagement, and mental wellbeing, with parents consistently reporting that their children's autism-related needs are not being met. This qualitative comparative case study examined what shapes the educational experiences of autistic pupils in secondary schools with Specialist Resource Centres (SRCs) versus comparable mainstream settings without specialist provision. Using Bronfenbrenner's ecological systems framework, the study explored how multiple layers of influence - ranging from classroom practices to societal attitudes - interact to support or undermine inclusion. Data were collected across seven secondary schools (five SRC schools, two mainstream schools without SRCs) in South-East England via interviews with pupils, parents, and staff. Findings revealed that SRCs functioned as protective microsystems, providing predictable environments, visible support, and trusted relationships that buffered pupils from sensory and social demands. Key protective features included consistent staffing, flexible policies, and normalised support-seeking. However, systemic challenges - including workforce shortages, inadequate mental health services, and resource limitations - constrained the impact of even the most effective school initiatives. The study underscores that effective inclusion requires coordinated support spanning immediate school environments to broader policy frameworks, with implications for admission criteria, staff training, and inter-agency collaboration.Lay AbstractMany autistic young people struggle in secondary school, facing difficulties with academic work, making friends, and managing their mental health. Parents often report that schools don't properly understand or support their children's needs. This study explored what makes school better or worse for autistic pupils by comparing two different types of schools: those with specialist autism units (called Specialist Resource Centres) and regular mainstream schools without these units. We spoke to autistic pupils, their parents, and school staff across seven schools in South-East England to understand their experiences. We found that specialist autism units acted like "protective spaces" within schools, providing quieter spaces, clearer routines, and staff who understood autism. These units helped manage sensory demands and social pressures. Pupils could use these spaces when they felt stressed and gradually build confidence to spend more time in mainstream classes. However, we also discovered that broader problems in the education system - like staff shortages, lack of mental health support, and limited resources - affected all schools, regardless of whether they had specialist units. Many autistic pupils still experienced high levels of anxiety and felt they had to hide their autistic traits to fit in. Our findings suggest that while specialist autism units can be helpful, creating truly inclusive schools requires changes at all levels - from individual classrooms to government policy - to provide better support for autistic young people's education and wellbeing.