School-Based Participatory Research with Autistic Children and Young People: A Systematic Review of Approaches, Methods, and Outcomes

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Johnson, C., Wood, C., Daley, D., & Iao, L. S. (2026). School-Based Participatory Research with Autistic Children and Young People: A Systematic Review of Approaches, Methods, and Outcomes. Autism, Article 13623613261460932. https://doi.org/10.1177/13623613261460932

Publication date: 21 Jul 2026 Added to AutiHub: 17 Oct 2026 Type: Article Article language: English
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Authors

Publication authors
4
Publication authors identified as autistic
1 / 4 (25.0%)
  1. Chloe Johnson *
  2. Clare Wood
  3. David Daley
  4. Lai-Sang Iao

Abstract

Participatory research offers a promising means to understand how autistic children and young people (CYP) can be supported and to co-create services or resources that meet their needs. While widely valued, evidence on the most effective ways to meaningfully engage autistic CYP, and on whether and how findings reach educators, is limited. This systematic review narratively synthesises studies reporting the use of school-based participatory research with autistic CYP and reports the approaches, methods, and outcomes of such projects. Initial searches across five databases yielded 1,515 results. After removal of duplicates, 493 studies were screened by abstract and title, and full-text screening was conducted on studies (n = 48) that appeared to meet the inclusion criteria. Studies that met pre-identified eligibility criteria (n = 22), and studies identified through backward citation (n = 2), were included. Creative idea generation, tangible methods, and visual methods are particularly effective for engaging this demographic. However, it was difficult to determine broader implications for schools, as few researchers reported sharing findings with educators. Findings highlight the potential for participatory research, if carefully designed and consistently shared with educators and decision-makers, to contribute to more inclusive schools responsive to the needs and strengths of autistic CYP. Lay Abstract Participatory research means working with communities rather than doing research on them. In the context of autism, this approach involves collaborating directly with autistic children and young people to understand how schools can better support them and to co-create services or resources that meet their needs. While participatory approaches are widely valued, there is limited evidence on the most effective ways to meaningfully involve autistic children and young people in research. In this review, we examined how participatory research has been carried out with autistic children and young people in school settings. We searched five electronic databases for studies published between 2014 and 2024. From these searches, we found 1,515 studies. We then removed studies that were the same, which left us with 493. We then checked the abstract and titles of these 493 studies to see if we should include them in our review. We then read full texts for 48 studies and included 22. By checking the reference lists of the included studies, we identified two additional studies, bringing the total to 24. We found that different ways of involving autistic children and young people in research can work in school settings. Creative idea generation, tangible methods, and visual methods were particularly effective for helping them take part. However, many studies did not report whether findings were shared back with schools, making it difficult to assess broader impacts. Overall, our review highlights the potential for participatory research, when carefully planned and transparently shared with stakeholders, to support schools in becoming more inclusive and better meeting the needs and strengths of 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: 23 Oct 2026 08:00.

Cited references
84
With a DOI
74
Without a DOI, from raw bibliography text
10
9 / 84 (10.7%) cited references include at least one author identified as autistic.
References with data to complete
2 / 84 (2.4%)
References with detected author names
82 / 84 (97.6%)
Without detected author names
2
Without a structured title
2
Without a stable identifier
10
References with raw author names still to review
2
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
273
From DOI or external metadata
273
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
2
76 / 273 (27.8%) names are linked to an author already present in AutiHub. 197 / 273 (72.2%) names are not yet linked.
Names linked to a person identified as autistic
14 / 273 (5.1%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 14 / 76 (18.4%). Distinct people identified as autistic: 12 / 252 (4.8%).
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