“Just Ask Me”: The Importance of Respectful Relationships Within Schools

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Brownlow, C., Lawson, W., Pillay, Y., Mahony, J., & Abawi, D. (2021). “Just Ask Me”: The Importance of Respectful Relationships Within Schools. Frontiers in Psychology, 12, 678264-678264. https://doi.org/10.3389/fpsyg.2021.678264

Publication date: 15 Jun 2021 Added to AutiHub: 6 Jul 2026 Type: Article Article language: English
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Authors

Publication authors
5
Publication authors identified as autistic
1 / 5 (20.0%)
  1. Charlotte Brownlow
  2. Wenn Lawson *
  3. Yosheen Pillay
  4. Joanne Mahony
  5. Ding Abawi

Abstract

An inclusive approach to education requires schools and educators to address the support needs and individual predispositions of all students. Our research highlights the crucial importance of effective and respectful communication with autistic students to facilitate their successful participation in schools. This paper explores the experiences of 24 autistic individuals aged 16-67 years, through synchronous semi-structured interviews and written responses. The research team comprised both autistic and allistic (non-autistic) researchers, who worked together to design the overall project, collect interview data, and analyse the data. Relationships were frequently discussed by participants and the importance of positive relationships was positioned as key to successful participation within educational contexts. Particularly damaging were assumptions made by teachers concerning individual ability based on labels given. Participants recalled ongoing challenges with resisting stereotypes and managing stigma, while trying to craft a positive autistic identity and advocate for rightful supports for their education. At the core of these negotiations were positive relationships, and teachers who asked participants what their needs were, and then listened and proactively responded to their answers. Recommendations for more positive schooling engagements with autistic young people are provided.

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These indicators describe the cited bibliography imported for this publication. Cited-reference metrics use the cited-reference total as denominator. Cited-author metrics state whether they use all cited-author occurrences or only occurrences linked to authors already integrated in the AutiHub database. They use cached links between cited authors and authors integrated in the AutiHub database. Last computed: 16 Aug 2026 11:30.

Cited references
22
Total cited references integrated for this publication.
Cited references with an identified autistic author
5 / 22 (22.7%)
Cited author occurrences identified as autistic
6 / 47 (12.8%)
Among occurrences linked to AutiHub author records: 6 / 25 (24.0%). Distinct cited authors identified as autistic: 6 / 47 (12.8%).
Cited author occurrences linked to AutiHub author records
25 / 47 (53.2%)
Distinct linked cited authors: 25 / 47 (53.2%)
Linked cited-author occurrences not identified as autistic
19 / 25 (76.0%)
Among linked cited-author occurrences only. Across all cited-author occurrences: 19 / 47 (40.4%). Distinct linked cited authors not identified as autistic: 19 / 25 (76.0%).
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