Abstract
The wellbeing experiences of neurodivergent learners are often misunderstood by staff in schools. This study adopted an exploratory and emancipatory stance, using critical and transformative lenses, and revealed that autistic girls’ experiences of school wellbeing are influenced by specific factors related to neurodiversity acceptance, power, and social justice.
A participatory methodology was used to conceptualise school wellbeing for autistic girls attending mainstream secondary schools in England. Eight 12-15 years olds were recruited as co-researchers and their lived experiences were ascertained using semi-structured interviews.
Interpretative Phenomenological Analysis (IPA) identified four themes related to this group’s school wellbeing: specific roles of school staff in helping autistic girls to build self-esteem by removing stigma and creating universal acceptance; reduce the labour of coping with the school day so that the girls’ emotions could feel balanced and able to access positive flow states; building a sense of belonging through making meaningful connections; and feeling safe whilst navigating the complex school system and all of its uncertainties.
Findings linked to relevant developmental, environmental and positive psychological theories and research are discussed. Implications for school leaders and educational psychologists are presented.