Autism最新文献

{"title":"Autism ableism seen through research abstract contents: A mixed-methods analysis of language in NIH-funded genetic and genomic autism research.","authors":"Nicola Sugden, Lily S Barna, Kaylee Foor, John Kee, Chris Gunter","doi":"10.1177/13623613251365979","DOIUrl":"10.1177/13623613251365979","url":null,"abstract":"<p><p>In recent years, genetic and genomic autism research has come under increasing scrutiny, moving to the center of debates about ableism, neurodiversity, autism acceptance, and the future of research and care. At the same time, both autism research and genetics and genomics research have, as fields, begun to reckon with the significance of the language researchers use in the course of their work and the harmful ideas that may thereby be reinforced. Although the language of research cannot be assumed to straightforwardly correspond to individual researchers' beliefs, the presence of widespread ableist language may indicate structural and institutionalized ableism, including ableist assumptions at the foundations of research. We conducted a mixed-methods analysis of 166 genetic and genomic autism research projects funded by the US National Institutes of Health, in order to understand the prevalence of potentially ableist discourse, language, and stigmatizing language about autistic people. We found that such discourse and language was ubiquitous across our sample, including a discourse of prevention. This study lends empirical evidence to current debates about language in autism research. Evaluating language can prompt researchers and institutions to reflect on how they conceptualize, design, discuss, and pursue their work.Lay abstractGenetic research about autism is controversial. Researchers are starting to think more carefully about the words they use to talk about autism and the way they do their research. Past research has found that researchers sometimes write about autism in ableist ways. This means that they write about autistic people as though they are less important than nonautistic people. We looked at the way genetics researchers have written about autism in the paperwork for their research. We found that they often write about autistic people in an ableist way. We think that researchers should think carefully about the way they write about autistic people, and how they plan and do their research.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251365979"},"PeriodicalIF":5.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12451615/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nor weak ties, nor strong ties: Personal support networks and relations between autistic peers.","authors":"Isabelle Courcy, Noémie Cusson, Nuria Jeanneret","doi":"10.1177/13623613251369908","DOIUrl":"https://doi.org/10.1177/13623613251369908","url":null,"abstract":"<p><p>The aim of this study is to analyze egocentric social networks of 31 autistic adults in Québec (Canada). We examined the composition of their proximal personal support network and the role of support shared among autistic peers. A mixed method analysis was used. An egocentric network questionnaire that included qualitative prompts was conducted to gather participants' interpretations and reference systems, facilitating an understanding of networks' multidimensional aspect. A reflexive thematic analysis was conducted with a subset of the data from the qualitative prompts. Three main themes were identified: (1) interference in social interactions, (2) mutual acknowledgment, and (3) social engagement in the community. Most participants (<i>n</i> = 21) mentioned autistic peers, but although these peers may have provided support, participants rarely identified them as being part of their proximal personal support network. Results nevertheless highlight the importance of peer support for several participants, which can refer to the concept of \"weak ties,\" but they differ from it by the exchanges of emotional support, which are normally expected from \"strong\" ties.Lay abstractSocial support is recognized as an important predictor of quality of life in autistic and neurodivergent people. However, few studies have explored in detail the composition of support networks in autistic adults. Moreover, research on social networks in the field of autism has mainly focused on the support networks of experts and parents. This article presents the results of a study that analyzed the composition of the support network of 31 autistic adults and examined the role of autistic peer support in their network. Interviews were conducted with the participants. Most of them (<i>n</i> = 21) mentioned autistic peers in their social network. Although these peers provided unique types of support, participants rarely identified them as close friends or relatives. Nevertheless, the results underline the importance of peer support for participants, which often presented itself as empathetic listening, the sharing of advice to deal with everyday life issues and company for recreational activities. This study shows that we should not underestimate the support that can be provided by people who share a common experience, even if they are not considered close friends. It paves the way to thinking about how communities and professionals, such as social workers and educators, can support opportunities and facilitate spaces that foster peer support.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251369908"},"PeriodicalIF":5.6,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145028878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contextual factors influencing neuro-affirming practice: Identifying what helps or hinders implementation in health and social care.","authors":"Anna Gray, Donald Maciver, Eleanor Curnow, Lorna Johnston, Marion Rutherford","doi":"10.1177/13623613251360275","DOIUrl":"https://doi.org/10.1177/13623613251360275","url":null,"abstract":"<p><p>There has been limited research to date into contextual factors hindering or supporting the successful implementation of neuro-affirming practice in support for Autistic and otherwise neurodivergent adults. We used a Realist Evaluation approach to explore key contexts affecting neuro-affirming practice. A preliminary programme theory of key aspects of support was developed. Views on current practice were sought through structured interviews with 32 senior professionals in leadership roles within Health and Social Care services in Scotland. This study identified important contexts shaping the implementation of neuro-affirming practice for adults. Results indicate widespread professional support for modifying practice to better accommodate neuro-affirming ideas, and scope to achieve this. However, some contexts, including limited resources, restrictive eligibility criteria and rigid service structures, hinder progress. Growing demand for services was often viewed as a restrictive context, but it also offered a chance to rethink conventional, one-size-fits-all models and adopt neuro-affirming approaches. The study is important in addressing a current gap in research into professional perspectives of the contexts required to develop transdiagnostic, neuro-affirming approaches and pathways for Autistic and neurodivergent adults. The insights from this study may offer transferable practice approaches, applicable across different countries with similar healthcare contexts.Lay abstractDelivery of neuro-affirming adult support pathways for Autistic and other neurodivergent adults by Health and Social Care institutions can be affected by different contexts. However, there is limited research to date into the most supportive contexts for effective neuro-affirming practice. This study aimed to explore the most beneficial contexts for neuro-affirming approaches, and barriers to this. We did this by using existing research to develop a theory about the most helpful approaches to support for Autistic adults, then gathering the views of 32 senior professionals in leadership roles within Health and Social Care services to explore supports and challenges they experience in implementing these approaches. The study identified important contexts for delivery of neuro-affirming practice and how these might be achieved. Some contexts, such as limited resources, restrictive eligibility criteria and inflexible service structures, could limit progress. However, although these were often seen as barriers, they also offered a chance to rethink one-size-fits-all models and adopt neuro-affirming approaches. This study is important in addressing a current gap in research into professional perspectives of the ways neuro-affirming approaches can be developed in practice, to support Autistic and neurodivergent adults. The insights from this study may offer transferable lessons, applicable across different regions and countries.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251360275"},"PeriodicalIF":5.6,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145028813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influences on suicidality and suicide-prevention needs for the autistic community: Qualitative insights from multiple perspectives.","authors":"Anne V Kirby, Kristina Feldman, Wilhelm Clark, Amber N Darlington, Alissa Atisme, Bobbi Duncan-Ishcomer, Rachel Kripke-Ludwig, Andrea Joyce, Whitney Lee, Kayla Rodriguez, Zack Siddeek, Kavitha Murthi, Brooks Keeshin, Hilary Coon, Christina Nicolaidis","doi":"10.1177/13623613251368019","DOIUrl":"10.1177/13623613251368019","url":null,"abstract":"<p><p>Autistic individuals are disproportionately likely to experience suicidal thoughts, feelings, and actions. Addressing suicidality is also a high priority of autistic community members. The goal of this study was to understand broad influences on suicidality and suicide-prevention needs for the autistic community. Using a community-based participatory research approach, we conducted a reflective thematic analysis of qualitative interviews with 16 autistic adults, 8 family members, and 14 mental health providers. Themes summarizing influences on suicidality and suicide-prevention needs centered on three broad thematic concepts: (1) Pervasive negative societal attitudes and social experiences have a lasting impact on autistic people's feelings of worth; (2) negative experiences and stressors add strain, making life feel overwhelming and hopeless; and (3) difficulty regulating and managing emotions can increase the likelihood of suicidal feelings and actions. Participants provided autism-specific recommendations to incorporate into suicide prevention. The findings emphasize the need for multifaceted suicide-prevention efforts supporting autistic people through improved societal treatment, community-level supports, and individually tailored services.Lay AbstractAutistic people experience suicidal thoughts, feelings, and actions more often than non-autistic people. Autistic community members say this is an important research topic. The goal of this study was to understand broadly what kinds of things might lead autistic people to feel suicidal. We also wanted to know what is needed for suicide prevention for the autistic community. The research team for this study included autistic community partners using an approach called community-based participatory research. The study team did interviews with 16 autistic adults, 8 family members, and 14 mental health providers. The results show that different types of experiences can lead to suicidality. One influence is the negative treatment of autistic people. Negative experiences, challenges, and stressors can also make life feel overwhelming for autistic people. Finally, difficult emotions can be hard to manage. There are many things that participants thought would help autistic people feel less suicidal. The study shows that autistic people need to be treated better and need more community supports to help prevent suicidal feelings. They need individualized services to help manage their emotions.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251368019"},"PeriodicalIF":5.6,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12412899/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144991287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sensory subtypes of children on the autism spectrum in Japan: Characteristics of participation and family functioning.","authors":"Takuto Nakamura, Reika Dobashi, Haruka Noda, Kohei Ikeda, Hirofumi Nagayama, Satoshi Sasada","doi":"10.1177/13623613251357835","DOIUrl":"https://doi.org/10.1177/13623613251357835","url":null,"abstract":"<p><p>This study aimed to identify sensory subtypes in preschool children on the autism spectrum in Japan and examine their associations with participation and family functioning. A total of 264 caregivers of preschool children aged 3-6 years on the autism spectrum participated in the study. Data were collected from 56 child development centers and medical institutions across Japan. Sensory features were assessed using the Japanese version of the Short Sensory Profile, and five sensory subtypes were identified: Taste/Smell Sensitive, Extremely Atypical, Mixed Sensory, Gravitational Insecurity and Motor Difficulty, and Adaptive. These subtypes were associated with distinct participation restrictions, such as activities of daily living (ADL)-related challenges in the Mixed Sensory group, leisure-related difficulties in the Taste/Smell Sensitive group, and limitations across all domains in the Extremely Atypical group. Significant differences in family functioning were also observed in domains related to interaction with the external environment of the family, with the Extremely Atypical group showing support needs. These findings underscore the importance of developing tailored intervention strategies for each sensory subtype.Lay abstractThis study examined the impact of differences in sensory processing on the daily lives of preschool children with autism spectrum disorder in Japan, as well as how these differences influence their families. Caregivers of children aged 3-6 years from 56 centers and medical institutions took part in the study. Through a questionnaire, we identified five sensory types among the children: those sensitive to taste and smell, those with highly unusual sensory responses, those with a mix of sensory challenges, those struggling with balance and movement, and those with more adaptive sensory responses. Each sensory type encountered specific challenges in daily activities. For example, children with mixed sensory challenges had difficulties with basic tasks such as eating or dressing, while those sensitive to taste and smell faced challenges in leisure activities. Children with highly unusual sensory responses experienced difficulties in all areas of daily life. These challenges also impacted family dynamics, especially in how families engaged with their surroundings. Families of children with highly unusual sensory responses often required additional support. Our findings emphasize the necessity for personalized support and intervention strategies tailored to each child's unique sensory subtype, which can enhance their participation in daily activities and promote their family's well-being.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251357835"},"PeriodicalIF":5.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144940418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'Building our own house' as an insider-only Community-Partnered Participatory Research Council: Co-creating a safe space for Autistic knowledge production.","authors":"Gemma L Williams, Rebecca Ellis, Willow Holloway, Selena Caemawr, Monique Craine, Kathryn Williams, Aimee Grant","doi":"10.1177/13623613241253014","DOIUrl":"10.1177/13623613241253014","url":null,"abstract":"<p><p>This article describes and reflects on the first six meetings of a newly established Autistic community council, founded to steer a participatory, longitudinal qualitative study investigating the reproductive health of Autistic people with wombs. The two key aims of these initial six meetings - involving four Autistic community leader members and three Autistic researchers - was to (1) guide the start of the project and the development of accessible recruitment materials for the future eight lay members and (2) establish a safe space and a model of accessible communication. We draw on extracts from transcripts made during meetings, member 'field' notes and a reflexive co-writing practice to identify the ways in which a sense of safety was built during these first community council meetings. We explore what it means to be an <i>insider-</i>only Community Partnered Participatory Research Council and reflect on the praxis we developed to facilitate Autistic knowledge production.Lay AbstractIn recent years, there has been a growing call for <i>participatory Autism research</i> (i.e. research that meaningfully involves Autistic people in its design and delivery). <i>Community Partnered Participatory Research</i> is a research methodology that aims to share power between researchers and members of the researched community. There is some precedent for Community Partnered Participatory Research in Autism research, but it is still quite uncommon. At the start of our new research study (called Autism: From Menstruation to Menopause), we created a community council. For the first six meetings, our council was made up of four Autistic community members who were experienced in Autism advocacy and activism and three Autistic researchers. We seven are the authors of this article. In these first six meetings, we made plans for recruiting a larger number of lay community members who would join us later for the rest of the project (8 years in total). In this article, we describe and reflect what it felt like during these first six meetings to be part of a community research council where everybody is Autistic. We discuss how we co-created a safe space, how we helped each other feel valued and how we worked together to support each other's sometimes-differing access needs so that everyone could fully participate. We provide recommendations for how to support Autistic people to lead research on their own terms with their unique insights.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2205-2215"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12332215/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140955408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The social model in autism research.","authors":"Hanna Bertilsdotter Rosqvist, Amy Pearson, Georgia Pavlopoulou, Kristen Bottema-Beutel","doi":"10.1177/13623613251357648","DOIUrl":"10.1177/13623613251357648","url":null,"abstract":"","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2201-2204"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144616108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-identification of autism: Why some autistic adults lack a clinical diagnosis and why this matters for inclusion.","authors":"Katherine Ardeleanu, Hillary Steinberg, Tamara Garfield, Samuelle Voltaire, Lindsay Shea, Maci Brown, Kyle Chvasta, Catherine Do Tan","doi":"10.1177/13623613241297222","DOIUrl":"10.1177/13623613241297222","url":null,"abstract":"<p><p>Autism research and services have historically focused on individuals with a formal autism diagnosis. However, activists and self-advocates in the United States recognize that there are financial and clinical barriers impeding access to formal diagnostic evaluations for autism. Research also suggests that groups on the margins of autism, specifically those who are not White, young, or assigned male at birth, receive later diagnoses, if diagnosed at all. In particular, individuals who are autistic and LGTBQ+ are likely to not be afforded opportunities to be assessed and diagnosed. We conducted interviews with 65 queer and transgender autistic adults who either self-identified as autistic or had a formal autism diagnosis about their experiences with and perceptions of autism diagnosis. We found that participants derived a sense of meaning and affirmation from their autistic diagnosis and/or identity, faced significant barriers and deterrents to diagnosis, and experienced invalidation as both a barrier to and product of diagnosis. We argue that self-identified autistic individuals provide valuable context and data for many of the social processes and preferences reported by autistic people. We offer recommendations for research and services, specifically that many should not require formal autism diagnoses of participants.Lay abstractMost autism research and services focus on individuals with formal autism diagnoses. However, autism activists and self-advocates have raised awareness about the challenges that can prevent individuals from seeking or getting an autism diagnosis. We interviewed 65 queer and transgender adults who either self-identified as autistic without a formal diagnosis or who had a formal autism diagnosis. We found that participants made meaning of their autistic diagnosis and/or identity and found affirmation in this, faced significant barriers and deterrents to getting diagnosed, and experienced invalidation as both a barrier to and product of diagnosis. Due to the challenges that individuals face in getting a diagnosis, we recommend that researchers and advocates consider including self-identified autistic individuals in research and services.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2344-2355"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142646831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experiences of self-harm, suicidal ideation and mental health care among autistic youth.","authors":"Amanda Sabo, Jo Robinson, India Bellairs-Walsh, Linda Taimre, William Nguyen, Lisa Phillips, Michelle Lamblin, Eleanor Bailey","doi":"10.1177/13623613251366863","DOIUrl":"https://doi.org/10.1177/13623613251366863","url":null,"abstract":"<p><p>Autistic youth experience high rates of self-harm and suicidal ideation, and substantial barriers to adequate mental health care. Research suggests that mental health services may not meet the needs of autistic individuals, though autistic youth experiencing self-harm and suicidal ideation are underrepresented in this literature. The present study aimed to explore experiences of self-harm, suicidal ideation and mental health care among a sample of autistic youth recruited through two Australian government-funded youth mental health services. Online interviews with seven autistic participants aged 15-23 years were transcribed and thematically analysed using a reflexive approach. Four themes and two subthemes were generated: (1) social rejection as risk, and connection as protection; (2) overwhelming emotions can lead to self-harm and hinder help-seeking; (3) feeling (mis)understood and (in)adequately accommodated by clinicians (comprising two subthemes related to poor understanding and accommodation of autism within mental health services); and (4) safety planning can feel like a box-ticking exercise. These findings highlight the importance of social connectedness as a protective factor against self-harm and suicidal ideation for autistic youth, and the necessity of improving understanding and accommodation of autism in mental health care settings and suicide interventions.Lay abstractAutistic people under the age of 25 experience high rates of self-harm and suicidal thoughts. Previous research has found that mental health care provided by professionals like psychologists might not meet the needs of autistic people. However, this research has usually focused on autistic adults, so less is known about the experiences of younger autistic people. In this study, we spoke with seven autistic young people aged between 15 and 23 years, and asked about their experiences of self-harm, suicidal thoughts and mental health care. Many participants had experienced social rejection or bullying, which contributed to their self-harm and suicidal thoughts. However, positive relationships with family, friends and others were a source of support when they were struggling. Self-harm was described as a way to cope with strong negative emotions, but many participants found it hard to talk about or describe those emotions, which made it difficult to get support. The help they received from psychologists for their self-harm and suicidal thoughts was impacted by how well the psychologist understood autism, and whether they were willing to accommodate the participants' individual needs and preferences. Participants had created suicide safety plans as part of the mental health care they received, but many felt like they had to do this just for the sake of doing it, rather than creating a plan that was truly helpful.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"13623613251366863"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144940652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment.","authors":"Jennifer Price, Anna Mel Romualdez","doi":"10.1177/13623613251333860","DOIUrl":"10.1177/13623613251333860","url":null,"abstract":"<p><p>Autistic young people often struggle to cope with the daily demands of school and are likelier to experience poorer wellbeing and educational outcomes than their non-autistic peers. Among other factors, this may be because mainstream settings are unsuitable for individuals' sensory needs. Evidence suggests the unpredictable multi-sensory nature of school can elicit sensory distress, adversely affecting behaviour and learning. However, existing literature has primarily taken a top-down deductive approach and largely neglected autistic voices. The present study, therefore, employed a participatory approach and photo-voice semi-structured interview method to explore autistic students' sensory experiences in a mainstream secondary school in the U.K. The sample consisted of six students aged 12-16 years with a clinical diagnosis of autism attending a state comprehensive school in Suffolk, U.K. Through reflexive thematic analysis, three main themes were identified: (1) impact of the school environment; (2) the importance of safe spaces and (3) levels of support and understanding. This study's findings suggest autistic students are routinely overstimulated, overwhelmed and lack adequate support to overcome sensory barriers in mainstream settings. This study has implications for further participatory research and inclusive practice to ensure better educational experiences and outcomes for autistic young people.Lay AbstractAutistic young people often struggle to manage and respond to sensory stimuli within the school environment, impacting wellbeing, energy levels and the ability to learn. We asked six autistic students aged 12-16 years about their sensory experiences at secondary school. Specifically, we asked students to photograph areas in school that they positively and negatively associated with sensory stimulation, and follow-up interviews focused on these photographs and individuals' sensory experiences. Many studies previously examined the sensory impact of school on autistic children. However, few studies have considered how autistic children think and feel about how their sensory differences affect them in school. Therefore, this study aimed to investigate autistic students' firsthand accounts of sensory challenges within a secondary state school in the U.K. Students spoke about the detrimental effects of the school environment on their sensory needs and the importance of quiet spaces to recharge. Students also described a lack of consistent and adequate support to overcome daily sensory barriers. Generally, participants desired acceptance and understanding of their autistic identity and differences. This study has implications for future practice and research. With increasing numbers of autistic children attending mainstream schools, central and local governments must increase funding and support to equip schools and staff with the necessary training and resources to meet autistic students' sensory needs. Increased provision of quiet room","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"2228-2238"},"PeriodicalIF":5.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143972797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}