‘We think differently, we learn differently, but at the end of the day we’re not that different’: Strengths-based approaches in high school from the perspectives of autistic adolescents

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White, J., McGarry, S., Williams, P. J., & Black, M. H. (2025). ‘We think differently, we learn differently, but at the end of the day we’re not that different’: Strengths-based approaches in high school from the perspectives of autistic adolescents. Autism, 29(11), 2804-2817. https://doi.org/10.1177/13623613251348557

Publication date: 26 Jun 2025 Added to AutiHub: 16 Sep 2026 Type: Article Article language: English
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Authors

Publication authors
4
Publication authors identified as autistic
1 / 4 (25.0%)
  1. Jia White *
  2. Sarah McGarry
  3. P. John Williams
  4. Melissa H. Black

Abstract

Emerging evidence supports the use of strengths-based approaches for autistic students, yet limited research has explored these approaches from the perspectives of autistic adolescents in mainstream high schools. This study used a descriptive phenomenological methodology to examine the perspectives of 16 autistic adolescents who were either in high school or had recently completed high school in Australia. Semi-structured interviews were conducted and analysed using a modified seven-step Colaizzi method. Eight themes were identified, grouped under two overarching categories: (1) benefits of leveraging strengths and interests, and (2) support needed for strengths application and development. Adolescents described increased engagement and motivation when learning aligned with their interests, the value of connecting with like-minded peers, and the role of strengths in shaping future aspirations. They also highlighted supports they found helpful, including trusting teacher-student relationships, opportunities for autonomy through accommodations, interest-driven and hands-on learning, structured social experiences, and future-focused planning. These findings provide new insights into how strengths-based approaches can be implemented in high schools. Including autistic adolescents’ voices is essential to bridging the gap between inclusive education theory and classroom practice. This study offers actionable guidance for developing strengths-based approaches that foster motivation, confidence, and long-term success for autistic students. Lay abstract This study explored autistic adolescents experiences and perspectives of strengths-based approaches in mainstream high schools. While there is growing support for recognising and building on students’ strengths, little is known about how these approaches are understood and experienced by autistic students themselves. We interviewed 16 autistic adolescents in Australia who were either still in high school or had recently finished. They shared their experiences in one-on-one conversations, and their insights were carefully analysed using a method designed to highlight key themes in how people describe their lived experiences. Autistic students described how learning became more engaging and meaningful when it connected with their interests and strengths. They valued being with like-minded peers and felt more motivated when they could see a link between their strengths and future goals. They also identified helpful supports, such as having teachers who understood them, being given choices in how they learn, doing practical or interest-based tasks, opportunities to build social skills, and support with future planning. By listening directly to autistic students, this study shows how schools can better support them to thrive. The findings offer practical ideas for making high schools more inclusive, motivating, and future-focused for autistic students in Australia and around the world.

Bibliography cited by this reference

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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: 20 Sep 2026 01:01.

Cited references
73
With a DOI
66
Without a DOI, from raw bibliography text
6
4 / 73 (5.5%) cited references include at least one author identified as autistic.
References with data to complete
1 / 73 (1.4%)
References with detected author names
72 / 73 (98.6%)
Without detected author names
1
Without a structured title
1
Without a stable identifier
5
References with raw author names still to review
1
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
209
From DOI or external metadata
209
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
1
73 / 209 (34.9%) names are linked to an author already present in AutiHub. 136 / 209 (65.1%) names are not yet linked.
Names linked to a person identified as autistic
6 / 209 (2.9%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 6 / 73 (8.2%). Distinct people identified as autistic: 5 / 193 (2.6%).
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