A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school?

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McKinlay, M., Thorpe, D., Cage, E., Grainger, C., Jasper, C., & Stewart, M. (2024). A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school? Autism, 29(3), 566-578. https://doi.org/10.1177/13623613241285974

Publication date: 15 Oct 2024 Added to AutiHub: 18 Oct 2026 Type: Article Article language: English
Publisher source (DOI) Full text OpenAlex source

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Authors

Publication authors
6
Autistic authors reported by the publication
Number not specified
  1. Marisa McKinlay
  2. David Thorpe
  3. Eilidh Cage
  1. Catherine Grainger
  2. Carol Jasper
  3. Mary Stewart

Abstract

Mainstream secondary school can be a challenging environment for autistic students, in part due to social and sensory factors. Research to date has focussed on identifying the negative aspects of school experience; however, few studies have identified factors that promote positive experiences. We take a neuro-affirmative approach when exploring how schools can support autistic students, informed by both the social and the human rights models of disability. We conducted a systematic review of qualitative studies in which autistic adolescents and adults identified factors that related to positive experiences in mainstream secondary school. We identified 117 relevant studies and 36 met inclusion criteria. Through thematic synthesis, we developed overarching themes: ‘Understanding and Acceptance’, ‘Environments that suit me’ and ‘Agency to meet my needs’, with additional subthemes. This study identified that agency, understanding and acceptance by both staff and peers, as well as access to engaging activities, were key factors in creating a positive and supportive environment for autistic students. Adaptation to both the social and sensory contexts were important to meet the needs of autistic students. The findings suggest that policy and practice should focus on creating a positive environment in schools for autistic students, in addition to addressing current challenges. Lay abstract Research has shown that many autistic students do not thrive in mainstream secondary schools. Often studies focus on the challenges autistic people face rather than what supports thriving. We reviewed published articles, exploring what factors helped autistic people create a positive experience in school from their own perspective. We identified 36 studies and analysed the direct quotes made by autistic adolescents and adults in these studies. Factors important for positive experience included the autistic student feeling understood and accepted by adults and peers in school, being able to shape sensory and social environments in ways that suited them and accessing engaging activities. This review highlighted ways in which schools can become more inclusive and positive environments 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: 28 Oct 2026 01:01.

Cited references
93
With a DOI
80
Without a DOI, from raw bibliography text
11
9 / 93 (9.7%) cited references include at least one author identified as autistic.
References with data to complete
8 / 93 (8.6%)
References with detected author names
85 / 93 (91.4%)
Without detected author names
8
Without a structured title
7
Without a stable identifier
9
References with raw author names still to review
7
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
270
From DOI or external metadata
270
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
16
110 / 270 (40.7%) names are linked to an author already present in AutiHub. 160 / 270 (59.3%) names are not yet linked.
Names linked to a person identified as autistic
15 / 270 (5.6%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 15 / 110 (13.6%). Distinct people identified as autistic: 12 / 238 (5.0%).
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