Systematic review registry
Fetched
Post
crd.york.ac.uk
Laura Chambers, Lauren Powell, Jilly Gibson-Miller
(2026).
What are teachers', pupils' and parents/carers' perspectives on classroom-based behaviour management systems that aim to facilitate autistic pupils' inclusion and participation in compulsory education?.
CRD/PROSPERO.
Affiliation: School of Education, University of Sheffield..
- Publication date
-
9 Jun 2026
- Identifier
-
CRD420261403617
- Authors
-
Laura Chambers,
Lauren Powell,
Jilly Gibson-Miller
- Source
- CRD/PROSPERO
- Reference type
- systematic_review_registry
- Publisher
- Affiliation: School of Education, University of Sheffield.
- Metadata source
- crd.york.ac.uk
Abstract
To identify from the lived experiences of staff, pupils, and parents/carers, which classroom-based behaviour management systems most effectively support the inclusion and participation of autistic pupils across primary and secondary schooling (or international equivalents). In this study, participation is conceptualised using the International Classification of Functioning, Disability and Health (ICF), where participation is defined as "involvement in a life situation" (World Health Organisation, 2001). To synthesise evidence on how staff, pupils, and parents/carers conceptualise the possible facilitators and constraints associated with varying classroom behaviour management approaches and to analyse how these perspectives shape the educational experiences of autistic pupils. Attention will be given to the ICF principle of Environmental Influence (World Health Organisation, 2001) which examines the ways in which contextual features of school environments enable or restrict pupils' participation and inclusion. To critically evaluate the extent to which existing classroom behaviour management systems may unintentionally marginalise or exclude autistic pupils and to assess whether the evidence indicates a need for more neuro‑responsive approaches that better support their participation and inclusion.