The impact of specialist resource centres on autistic pupils’ experience of mainstream school

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Cook, A. & Boddy, A. (2026). The impact of specialist resource centres on autistic pupils’ experience of mainstream school. Autism, 30(4), 1088-1107. https://doi.org/10.1177/13623613261426099

Publication date: 13 Mar 2026 Added to AutiHub: 10 Sep 2026 Type: Article Article language: English
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Authors

Publication authors
2
Publication authors identified as autistic
1 / 2 (50.0%)
  1. Anna Cook
  2. Alice Boddy *

Abstract

This study investigated how autistic pupils’ psychological, social and educational outcomes differed in contrasting mainstream provisions. Using a three-year longitudinal quasi-experimental design, outcomes were compared across three placements: placement in a specialist resource centre, mainstream placement in specialist resource centre host schools, and placement in mainstream schools without a specialist resource centre. Autistic pupils (N = 119, aged 11–14) and matched non-autistic peers (N = 119) completed surveys and schools provided attainment, attendance, and exclusion data. Placement type showed no main effects on psychosocial outcomes in mixed analyses of variance, indicating limited evidence for differential change by placement alone, but hierarchical regressions indicated that specialist resource centre placement was statistically associated with higher academic attainment and stronger school belonging than mainstream schools without a specialist resource centre, and greater perceived teacher support than mainstream placement in specialist resource centre host schools. Attendance disparities for specialist resource centre pupils were smaller than national averages for autistic pupils, though attendance remained below whole-school averages. Perceived peer and teacher support were most strongly associated with positive outcomes across models, highlighting relational inclusion as a potential mechanism. Findings underscore the value of positive relationships in fostering belonging, reducing disparities, and promoting well-being for autistic pupils. Overall, specialist resource centre approaches may be associated with academic and belonging advantages, while relational inclusion appears central to positive outcomes. Lay abstract This study explored how support through specialist resource centres can help autistic pupils in mainstream secondary schools. Specialist resource centres are supportive spaces within regular schools that offer extra help, trained staff who understand autism, and a calm environment, while also keeping pupils included in the wider school community. Although national policies aim to make schools more inclusive, many autistic pupils still face challenges such as anxiety, social challenges and school absence. This study followed 119 autistic pupils aged 11–14 across seven schools for three years. It compared three groups: pupils in specialist resource centres, autistic pupils in the same schools but not placed in the Centres and autistic pupils in mainstream schools without a Centre. Comparisons were also made with non-autistic pupils from the same schools. The study found that specialist resource centre placement was linked to better academic progress for pupils in this sample and a stronger sense of belonging than other placements. Even so, placement on its own did not lead to clear differences in most areas of well-being, and some results were based on smaller samples, so they should be treated carefully. Specialist resource centre pupils also felt more supported by teachers, and they reported higher levels of happiness and fewer peer problems than non-autistic peers. However, because this information was gathered at one point in time, the findings do not prove that placement caused these differences, though they leave open the possibility that placement may have had an impact. Pupils in specialist resource centre placements appeared to have better attendance than autistic pupils nationally, although attendance was still not as high as whole-school averages. The most important factor linked to positive outcomes was feeling supported by teachers and classmates. These results suggest specialist resource centres may offer the greatest benefits within mainstream schools, when they help pupils build supportive peer and teacher relationships.

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Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 12 Sep 2026 18:19.

Cited references
111
With a DOI
90
Without a DOI, from raw bibliography text
21
4 / 111 (3.6%) cited references include at least one author identified as autistic.
References with data to complete
12 / 111 (10.8%)
References with detected author names
100 / 111 (90.1%)
Without detected author names
11
Without a structured title
12
Without a stable identifier
21
References with raw author names still to review
0
References with external metadata lookup issues
0
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
303
From DOI or external metadata
303
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
13
82 / 303 (27.1%) names are linked to an author already present in AutiHub. 221 / 303 (72.9%) names are not yet linked.
Names linked to a person identified as autistic
5 / 303 (1.7%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 5 / 82 (6.1%). Distinct people identified as autistic: 4 / 258 (1.6%).
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