Examining the utilization of participatory research with autistic youth in mainstream/public schools: a scoping review

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Newson, A., Quinn, S., & Nese, R. N. T. (2024). Examining the utilization of participatory research with autistic youth in mainstream/public schools: a scoping review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1308664

Publication date: 8 Jan 2024 Added to AutiHub: 24 Sep 2026 Type: Article Article language: English
Publisher source (DOI) Full text OpenAlex source

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Authors

Publication authors
3
Publication authors identified as autistic
1 / 3 (33.3%)
  1. Alexandra Newson *
  2. Sarah Quinn
  3. Rhonda N. T. Nese

Abstract

Purpose This scoping review explores the utilization of participatory research with autistic youth in K-12 public/mainstream school settings. Methods A scoping review was performed to identify how often participatory research methodologies are used in K-12 public/mainstream school settings with autistic students, what researchers report are the strengths, barriers, and recommendations in using participatory research methodologies with autistic students in K-12 public school settings and what type of demographic information is included in the studies. Results Five studies were included for review focusing on participatory research with autistic youth in K-12 public or mainstream school settings. The studies used a range of participatory research methodologies to explore the experiences of mainly male autistic youth in the UK and Australia. Strengths, challenges, and recommendations noted included opportunities for empowerment, increased ownership, issues with teachers, thinking critically about communication, and collaboration with partners. Conclusion Participatory research with autistic school-aged youth is an emerging practice. This is evidenced by the small number of studies included in this review. The findings highlight concerns about the lack of representation of autistic females and students with historically marginalized racial identities in autism research. Recommendations for including these groups in autism research, implications, and limitations are discussed.

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: 2 Oct 2026 02:39.

Cited references
125
With a DOI
114
Without a DOI, from raw bibliography text
8
32 / 125 (25.6%) cited references include at least one author identified as autistic.
References with data to complete
5 / 125 (4.0%)
References with detected author names
125 / 125 (100.0%)
Without detected author names
0
Without a structured title
5
Without a stable identifier
7
References with raw author names still to review
0
References with external metadata lookup issues
1
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
547
From DOI or external metadata
547
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
0
294 / 547 (53.7%) names are linked to an author already present in AutiHub. 253 / 547 (46.3%) names are not yet linked.
Names linked to a person identified as autistic
114 / 547 (20.8%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 114 / 294 (38.8%). Distinct people identified as autistic: 92 / 470 (19.6%).
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