‘I shouldn’t have to educate their school about what autism is’: Community attitudes and parent reports of autistic primary and secondary school experiences in Australia

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Thom-Jones, S., Gordon, C. S., & Mizzi, S. (2025). ‘I shouldn’t have to educate their school about what autism is’: Community attitudes and parent reports of autistic primary and secondary school experiences in Australia. Autism, 29(10), 2451-2462. https://doi.org/10.1177/13623613251338908

Publication date: 31 May 2025 Added to AutiHub: 6 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
3
Publication authors identified as autistic
1 / 3 (33.3%)
  1. Sandra Thom-Jones *
  2. Chloe S. Gordon
  3. Simone Mizzi

Abstract

This study aims to understand experiences of inclusion for autistic school students. The study reports on findings from three surveys, one conducted in 2021 with the general population (N = 1983) and two conducted with parents/carers of autistic school students, one in 2020 (N = 2212) and one in 2021 (N = 528). The general population had a favourable attitude towards autistic students receiving supports in school. However, the lived experience of autistic students, as reported on by their parents, highlighted significant gaps in the provision of support. Qualitative data from the 2021 survey with parents of autistic students found that system-level challenges were pervasive, and a lack of inclusion and support caused significant harm to autistic students. Although the perspective is that of the parent rather than the student, this study may provide insight into the experiences of autistic students who otherwise may not engage with traditional research methods. Future research should seek to hear directly from autistic students themselves and to explore case study examples of schools that are excelling in the area of supporting autistic students. These exemplars could be used to advocate for the provision of support in schools and referred to in professional development for school leaders and teachers. Lay abstract This study explored the experiences of inclusion for autistic students in Australian schools. Our survey in 2021 with the general public (N = 1983) found that people agree that autistic students should receive support in schools. Our surveys with parents of autistic students, one in 2020 (N = 2212) and another in 2021 (N = 528), found many barriers within the school system that make it hard for autistic children to feel included and supported. This lack of support negatively impacts the well-being of autistic children. It is important to note that this study focused on the perspectives of parents, not the students themselves. Future research should identify and learn from schools that are doing a great job supporting autistic students. These examples could be used to advocate for better support for all autistic students and to help train educators to be more effective in meeting the needs of these students.

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Bibliography inclusion overview

These indicators describe the cited bibliography imported for this publication. Cited-reference metrics use the cited-reference total as denominator. Cited-author metrics state whether they use all cited-author occurrences or only occurrences linked to authors already integrated in the AutiHub database. They use cached links between cited authors and authors integrated in the AutiHub database. Last computed: 16 Aug 2026 11:31.

Cited references
42
Total cited references integrated for this publication.
Cited references with an identified autistic author
5 / 42 (11.9%)
Cited author occurrences identified as autistic
5 / 118 (4.2%)
Among occurrences linked to AutiHub author records: 5 / 45 (11.1%). Distinct cited authors identified as autistic: 3 / 107 (2.8%).
Cited author occurrences linked to AutiHub author records
45 / 118 (38.1%)
Distinct linked cited authors: 38 / 107 (35.5%)
Linked cited-author occurrences not identified as autistic
40 / 45 (88.9%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 40 / 118 (33.9%). Distinct linked cited authors not identified as autistic: 35 / 38 (92.1%).
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