“We are Running a Marathon not a Sprint”: Educators’ Experiences and Perspectives on Inclusion for Autistic Students Through Strengths-Based Approaches in Mainstream High Schools

This publication is included in the Autistic Autism Scholarship Project. one author of this publication is identified as autistic in the project.

About the autistic author marker

Metadata sources used for this reference

OpenAlex Crossref OpenCitations
Learn more about the sources used

White, J., McGarry, S., Williams, P. J., & Black, M. H. (2025). “We are Running a Marathon not a Sprint”: Educators’ Experiences and Perspectives on Inclusion for Autistic Students Through Strengths-Based Approaches in Mainstream High Schools. The Asia-Pacific Education Researcher, 34(4), 1583-1592. https://doi.org/10.1007/s40299-025-00969-z

Publication date: 20 Jan 2025 Added to AutiHub: 16 Sep 2026 Type: Article Article language: English
Publisher source (DOI) Full text OpenAlex source

This publication is integrated into AutiHub through:

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

Abstract As part of global efforts in inclusive education, more autistic students are attending mainstream schools. However, many have negative school experiences and lower educational attainment. Strengths-based approaches have been proposed to improve these outcomes, but there is limited research on their implementation in mainstream high schools. Understanding educators’ experiences with these approaches could provide insights into improving the inclusion of autistic students. This study aimed to understand educators’ experiences and perspectives on implementing strengths-based approaches for autistic students in mainstream high schools. Thirty-nine high school educators participated in semi-structured interviews or provided written responses in an online survey which were analysed phenomenologically. Ten themes were identified: (1) educator understanding of strengths-based approaches; (2) implementation of strengths-based approaches in schools; (3) identifying strengths through a holistic profile; (4) building student–teacher relationships through genuine interests; (5) strengths-based pedagogical strategies providing individualised support; (6) strengths-based curriculum adding meaning into standard curriculum; (7) strengths-based post-school transition providing pathways to adulthood; (8) the central role of collaboration in strengths-based approaches; (9) ongoing professional development equipping educators for strengths-based approaches; and (10) the impact of strengths-based approaches on individuals and school community. Educators reported favourable views towards strengths-based approaches but faced barriers across the educational system and school environment. Insights provided by educators play an essential role in closing the gap between inclusive education theory and practice, thereby improving school experiences and educational outcomes for autistic students.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

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
40
With a DOI
32
Without a DOI, from raw bibliography text
6
2 / 40 (5.0%) cited references include at least one author identified as autistic.
References with data to complete
5 / 40 (12.5%)
References with detected author names
38 / 40 (95.0%)
Without detected author names
2
Without a structured title
5
Without a stable identifier
6
References with raw author names still to review
2
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
121
From DOI or external metadata
121
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
5
36 / 121 (29.8%) names are linked to an author already present in AutiHub. 85 / 121 (70.2%) names are not yet linked.
Names linked to a person identified as autistic
4 / 121 (3.3%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 4 / 36 (11.1%). Distinct people identified as autistic: 4 / 109 (3.7%).
  1. Joanna Anderson , Christopher Boyle (2019). Looking in the mirror: reflecting on 25 years of inclusive education in Australia . International Journal of Inclusive Education, 23(7-8), 796-810. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2019.1622802 OpenAlex: https://openalex.org/W2948075775
    Crossref OpenAlex OpenCitations
  2. Robert L. Koegel , Rosy Fredeen , Sunny Kim , John Danial , Derek Rubinstein , Lynn Koegel (2012). Using Perseverative Interests to Improve Interactions Between Adolescents With Autism and Their Typical Peers in School Settings . Journal of Positive Behavior Interventions, 14(3), 133-141. SAGE Publications.
    Type: Article DOI: 10.1177/1098300712437043 OpenAlex: https://openalex.org/W1978792484
    Crossref OpenAlex OpenCitations
  3. Virpi Vellonen , Eija Kärnä , Marjo Virnes (2015). Supporting the Strengths and Activity of Children with Autism Spectrum Disorders in a Technology-Enhanced Learning Environment . In E-learning systems, environments and approaches: Theory and implementation (pp. 39-55). Springer International Publishing.
    Type: Book chapter DOI: 10.1007/978-3-319-05825-2_4 OpenAlex: https://openalex.org/W220508661
    Crossref OpenAlex OpenCitations
  4. Sophia Attwood , Jude MacArthur , Alison Kearney (2019). Beginner secondary teacher preparedness for inclusion . International Journal of Inclusive Education, 23(10), 1032-1048. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2019.1625455 OpenAlex: https://openalex.org/W2954542763
    Crossref OpenAlex OpenCitations
  5. Anna Cook (2024). Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article . Journal of Research in Special Educational Needs, 24(3), 627-636. Wiley.
    Type: Article DOI: 10.1111/1471-3802.12656 OpenAlex: https://openalex.org/W4392646133
    Crossref OpenAlex OpenCitations
  6. Alan J. Daly , Janet H. Chrispeels , Albert Einstein (2005). From Problem to Possibility: Leadership for Implementing and Deepening the Processes of Effective Schools .
    Type: Article OpenAlex: https://openalex.org/W298199422
    OpenAlex
  7. Linda Birt , Suzanne Scott , Debbie Cavers , Christine Campbell , Fiona Walter (2016). Member Checking . Qualitative Health Research, 26(13), 1802-1811. SAGE Publications.
    Type: Article DOI: 10.1177/1049732316654870 OpenAlex: https://openalex.org/W2460117687
    Crossref OpenAlex OpenCitations
  8. Bridget Rodden , Paula Prendeville , Sheena Burke , William Kinsella (2019). Framing secondary teachers’ perspectives on the inclusion of students with autism spectrum disorder using critical discourse analysis . Cambridge Journal of Education, 49(2), 235-253. Informa UK Limited.
    Type: Article DOI: 10.1080/0305764x.2018.1506018 OpenAlex: https://openalex.org/W2890344296
    Crossref OpenAlex OpenCitations
  9. Kristen Bottema-Beutel , Noah J. Sasson , Rachael McKinnon , Ruoxi Guo , Caroline Braun * , Brittany N. Hand et al. (2024). Recognizing and Resisting Ableist Language in Schools: Suggestions for School-based Speech Language Pathologists and Related Professionals . OSF Preprints. Center for Open Science.
    Type: Preprint DOI: 10.31219/osf.io/73ykq OpenAlex: https://openalex.org/W4390699278
    Crossref OpenAlex OpenCitations
  10. Marita Falkmer , Katie Anderson , Annette Joosten , Torbjörn Falkmer (2015). Parents’ Perspectives on Inclusive Schools for Children with Autism Spectrum Conditions . International Journal of Disability, Development and Education, 62(1), 1-23. Informa UK Limited.
    Type: Article DOI: 10.1080/1034912x.2014.984589 OpenAlex: https://openalex.org/W2042263926
    Crossref OpenAlex OpenCitations
  11. Nick Bozic (2013). Developing a strength-based approach to educational psychology practice: A multiple case study . Educational and Child Psychology, 30(4), 18-29. British Psychological Society.
    Type: Article DOI: 10.53841/bpsecp.2013.30.4.18 OpenAlex: https://openalex.org/W4320340313
    Crossref OpenAlex OpenCitations
  12. Neil Humphrey , Wendy Symes (2013). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge . International Journal of Inclusive Education, 17(1), 32-46. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2011.580462 OpenAlex: https://openalex.org/W2081026012
    Crossref OpenAlex OpenCitations
  13. Carrington, S., Mavropoulou, S., Saggers, B., & Nepal, S. (2024). Incluisve Education in Australia Policy Review. https://www.autismcrc.com.au/sites/default/files/reports/5-084_Monograph_Inclusive_Education_In_Australia_Policy_Review.pdf
    Type: Other
    Crossref
  14. Megan L. E. Clark , Dawn Adams (2020). Parent-Reported Barriers and Enablers of Strengths in their Children with Autism . Journal of Child and Family Studies, 29(9), 2402-2415. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10826-020-01741-1 OpenAlex: https://openalex.org/W3035676460
    Crossref OpenAlex OpenCitations
  15. Shane J Lopez , Michelle C Louis (2009). The Principles of Strengths-Based Education . Journal of College and Character, 10(4), 1. Informa UK Limited.
    Type: Article DOI: 10.2202/1940-1639.1041 OpenAlex: https://openalex.org/W2113334975
    Crossref OpenAlex OpenCitations
  16. Judith Hebron , Neil Humphrey (2014). Mental health difficulties among young people on the autistic spectrum in mainstream secondary schools: a comparative study . Journal of Research in Special Educational Needs, 14(1), 22-32. Wiley.
    Type: Article DOI: 10.1111/j.1471-3802.2012.01246.x OpenAlex: https://openalex.org/W2125463549
    Crossref OpenAlex OpenCitations
  17. Emma Climie , Laura Henley (2016). A renewed focus on strengths‐based assessment in schools . British Journal of Special Education, 43(2), 108-121. Wiley.
    Type: Article DOI: 10.1111/1467-8578.12131 OpenAlex: https://openalex.org/W2407483537
    Crossref OpenAlex OpenCitations
  18. Merith Cosden , Lynn Kern Koegel , Robert L. Koegel , Ashley Greenwell , Eileen Klein (2006). Strength-Based Assessment for Children with Autism Spectrum Disorders . Research and Practice for Persons with Severe Disabilities, 31(2), 134-143. SAGE Publications.
    Type: Article DOI: 10.1177/154079690603100206 OpenAlex: https://openalex.org/W2140668730
    Crossref OpenAlex OpenCitations
  19. Louis Cohen , Lawrence Manion , Keith Morrison (2017). Research methods in education . Routledge.
    Type: Book DOI: 10.4324/9781315456539 OpenAlex: https://openalex.org/W4300912023
    Crossref OpenAlex
  20. Sue Fletcher-Watson (2022). Transdiagnostic research and the neurodiversity paradigm: commentary on the transdiagnostic revolution in neurodevelopmental disorders by Astle et al. Journal of Child Psychology and Psychiatry, 63(4), 418-420. Wiley.
    Type: Article DOI: 10.1111/jcpp.13589 OpenAlex: https://openalex.org/W4213075985
    Crossref OpenAlex OpenCitations
  21. Joshua K. Harrower , Glen Dunlap (2001). Including Children with Autism in General Education Classrooms . Behavior Modification, 25(5), 762-784. SAGE Publications.
    Type: Article DOI: 10.1177/0145445501255006 OpenAlex: https://openalex.org/W2148110866
    Crossref OpenAlex OpenCitations
  22. PF Colaizzi (1978). Existential phenomenological alternatives for psychology . Existential phenomenological alternatives for psychology.
    Type: Other
    Crossref
  23. Monash University, Australia , Wendy Holcombe , Margaret Plunkett , Federation University Australia (2016). The Bridges and Barriers Model of Support for High-Functioning Students with ASD in Mainstream Schools . Australian Journal of Teacher Education, 41(9), 27-47. Edith Cowan University.
    Type: Article DOI: 10.14221/ajte.2016v41n9.2 OpenAlex: https://openalex.org/W2564424796
    Crossref OpenAlex OpenCitations
  24. Michael J. Morrier , Kristen L. Hess , L. Juane Heflin (2011). Teacher Training for Implementation of Teaching Strategies for Students With Autism Spectrum Disorders . Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(2), 119-132. SAGE Publications.
    Type: Article DOI: 10.1177/0888406410376660 OpenAlex: https://openalex.org/W2148297176
    Crossref OpenAlex OpenCitations
  25. Dillenburger Karola , Jordan Julie‐ann , Mckerr Lyn (2016). School's out Forever: Postsecondary Educational Trajectories of Students with Autism . Australian Psychologist, 51(4), 304-315. Informa UK Limited.
    Type: Article DOI: 10.1111/ap.12228 OpenAlex: https://openalex.org/W2486790829
    Crossref OpenAlex OpenCitations
  26. JW Creswell (2018). Qualitative inquiry & research design: Choosing among five approaches / John W. Creswell, Cheryl N. Poth . Qualitative inquiry & research design: Choosing among five approaches / John W. Creswell, Cheryl N. Poth.
    Type: Other
    Crossref
  27. A Daly (2005). Daly, A., & Chrispeels, J. (2005). From problem to possibility: Leadership for implementing and deepening the processes of effective schools. Journal for Effective Schools, 4(1), 7–25. Journal for Effective Schools, 4(1), 7.
    Type: Other
    Crossref
  28. Elinda Ai Lim Lee , Melissa Scott , Melissa H. Black , Emily D’Arcy , Tele Tan , Louise Sheehy et al. (2024). “He Sees his Autism as a Strength, Not a Deficit Now”: A Repeated Cross-Sectional Study Investigating the Impact of Strengths-Based Programs on Autistic Adolescents . Journal of Autism and Developmental Disorders, 54(5), 1656-1671. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-022-05881-9 OpenAlex: https://openalex.org/W4319294989
    Crossref OpenAlex OpenCitations
  29. Emily C Taylor , Lucy A Livingston , Rachel A Clutterbuck , Mitchell J Callan , Punit Shah (2023). Psychological strengths and well-being: Strengths use predicts quality of life, well-being and mental health in autism . Autism, 27(6), 1826-1839. SAGE Publications.
    Type: Article DOI: 10.1177/13623613221146440 OpenAlex: https://openalex.org/W4316174534
    Crossref OpenAlex OpenCitations
  30. Paul Francis Colaizzi (1978). Psychological research as the phenomenologist views it . Medical Entomology and Zoology, 48-71.
    Type: Article OpenAlex: https://openalex.org/W2932193690
    OpenAlex
  31. Rod Galloway , Bronwyn Reynolds , John Williamson (2020). Strengths-based teaching and learning approaches for children: Perceptions and practices . Journal of Pedagogical Research, 4(1), 31-45. Journal of Pedagogical Research.
    Type: Article DOI: 10.33902/jpr.2020058178 OpenAlex: https://openalex.org/W3008414552
    Crossref OpenAlex OpenCitations
  32. Elinda Ai Lim Lee , Melissa H. Black , Marita Falkmer , Tele Tan , Louise Sheehy , Sven Bölte et al. (2020). “We Can See a Bright Future”: Parents’ Perceptions of the Outcomes of Participating in a Strengths-Based Program for Adolescents with Autism Spectrum Disorder . Journal of Autism and Developmental Disorders, 50(9), 3179-3194. Springer Science and Business Media LLC.
    Type: Article DOI: 10.1007/s10803-020-04411-9 OpenAlex: https://openalex.org/W3008207006
    Crossref OpenAlex OpenCitations
  34. Linda Petersson-Bloom , Emma Leifler , Mona Holmqvist (2023). The Use of Professional Development to Enhance Education of Students with Autism: A Systematic Review . Education Sciences, 13(9), 966. MDPI AG.
    Type: Article DOI: 10.3390/educsci13090966 OpenAlex: https://openalex.org/W4386960578
    Crossref OpenAlex OpenCitations
  35. Jacqueline Roberts , Amanda A. Webster (2022). Including students with autism in schools: a whole school approach to improve outcomes for students with autism . International Journal of Inclusive Education, 26(7), 701-718. Informa UK Limited.
    Type: Article DOI: 10.1080/13603116.2020.1712622 OpenAlex: https://openalex.org/W2998803807
    Crossref OpenAlex OpenCitations
  36. Viviann Nordin , Maud Palmgren , Anna Lindbladh , Sven Bölte , Ulf Jönsson (2024). School absenteeism in autistic children and adolescents: A scoping review . Autism, 28(7), 1622-1637. SAGE Publications.
    Type: Article DOI: 10.1177/13623613231217409 OpenAlex: https://openalex.org/W4390444717
    Crossref OpenAlex OpenCitations
  37. W McCashen (2017). The strengths approach: a strengths-based resource for sharing power and creating change . The strengths approach: a strengths-based resource for sharing power and creating change.
    Type: Other
    Crossref
  38. N Scerra (2012). Scerra, N. (2012). Strengths-based practices: An overview of the evidence [Journal Article]. Developing Practice: The Child, Youth and Family Work Journal, 31, 43–52. https://doi.org/10 . 3316/informit. 650224407231157 Developing Practice: The Child, Youth and Family Work Journal, 31, 43.
    Type: Other DOI: 10.3316/informit.650224407231157
    Crossref
  39. UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education. https://unesdoc.unesco.org/ark:/48223/pf0000098427
    Type: Other
    Crossref
  40. Amanda A. Webster (2015). Webster, A., & Wilkinson, J. (2015). Leading school communities to implement a sustainable school-wide model leading to enhancing learning outcomes for students with ASD. Special Education Perspectives, 24(1), 27–37. https://doi.org/10 . 3316/aeipt. 207723 Special Education Perspectives, 24(1), 27.
    Type: Other DOI: 10.3316/aeipt.207723
    Crossref