Grandir en étant autiste : partager les expériences et les points de vue d’enfants autistes

Titre original en anglais : Growing-up autistic: Sharing autistic children’s experiences and insights

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Mullally, S. L., Wood, A. E., Edwards, C. C., Connolly, S. E., Constable, H., Watson, S., Rodgers, J., Rose, K., & King, N. (2026). Growing-up autistic: Sharing autistic children’s experiences and insights. Autism, 30(5), 1222-1241. https://doi.org/10.1177/13623613261427795

Date de publication: 26/03/2026 Ajout dans AutiHub: 06/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
9
Auteur·ices de la publication identifié·es comme autistes
1 / 9 (11,1 %)
  1. Sinéad L. Mullally
  2. Alice E. Wood
  3. Cherice C. Edwards
  4. Sophie E. Connolly
  5. Hannah Constable
  1. Stuart Watson
  2. Jacqui Rodgers
  3. Kieran Rose *
  4. Nic King

Résumé

Il existe un manque critique d’exploration des expériences de première main des enfants autistes dans la littérature psychologique. Nous avons cherché à y remédier en utilisant des données de référence issues d’une étude plus large à méthodes mixtes. Au total, 136 enfants autistes (âge moyen = 10,35 ans) ont rempli un questionnaire en ligne. Les questions portaient sur la compréhension de l’autisme par les enfants, leurs sentiments concernant le fait d’être autistes dans différents contextes et les difficultés rencontrées. Les données quantitatives ont révélé chez certains des connaissances et une compréhension limitées de l’autisme. Les difficultés comprenaient le fait de parler de leur autisme et de défendre eux-mêmes leurs besoins, en particulier avec des personnes extérieures à la famille. Les enfants reconnaissaient généralement à la fois les forces et les difficultés liées au fait d’être autiste, bien que les préoccupations liées au sentiment ou au fait d’être différent soient répandues, et que le camouflage soit courant. Fait marquant, bien que la plupart des enfants se sentent positivement à l’idée d’être autistes à la maison, ils étaient significativement moins nombreux à ressentir cela en présence de leurs pairs ou de leurs enseignants. À l’aide d’une analyse thématique réflexive, quatre thèmes principaux ont été élaborés : (1) expériences accablantes, (2) personnes non sûres, (3) refuge et (4) identité autiste. Dans l’ensemble, les enfants se sentaient le plus en sécurité à la maison avec leur famille et/ou avec des amis autistes/neurodivergents/compréhensifs, mais le moins en sécurité à l’école avec leurs enseignants et leurs pairs neurotypiques, où la victimisation était généralisée. Ces résultats offrent des éclairages précieux sur la vie des enfants autistes et exigent que nous examinions comment les lieux d’éducation peuvent être transformés en espaces sûrs pour les enfants autistes. Résumé grand public Les enfants autistes sont rarement interrogés directement sur leurs propres expériences. Dans cette étude, 136 enfants autistes (âgés de 8 à 14 ans) ont partagé leurs points de vue au moyen d’un questionnaire en ligne. Il leur a été demandé ce que signifie pour eux le fait d’être autiste, ce qu’ils ressentent à ce sujet et quelles difficultés ils rencontrent dans différents environnements. Beaucoup ont déclaré qu’ils connaissaient peu de choses sur l’autisme, et la plupart n’avaient pas les mots pour parler du fait d’être autistes ou ne se sentaient pas en sécurité pour le faire. Parler était particulièrement difficile en dehors de la famille ; alors que plus de 60 % se sentaient à l’aise avec leur famille, seuls 16,5 % ressentaient cela avec d’autres personnes. Les enfants nous ont également expliqué à quel point la vie quotidienne peut être accablante. Les environnements bruyants, bondés ou imprévisibles provoquaient souvent de la détresse ou un repli. Beaucoup ont décrit comment des émotions fortes, en particulier l’anxiété, s’accumulent dans ces moments. Certains perdaient la capacité de parler, et des tâches telles que la prise de décision ou la régulation émotionnelle devenaient particulièrement difficiles et épuisantes. L’école était souvent citée comme une source majeure de surcharge. Les enfants ont montré une compréhension profonde des personnes qui les entourent. Ils étaient très attentifs au fait que les autres, par exemple les amis, la famille, les enseignants ou les professionnels, leur paraissaient sûrs ou non sûrs. Se sentir en insécurité signifiait souvent être incompris, ignoré ou harcelé. Les pairs à l’école étaient couramment décrits comme des sources de victimisation, et les enseignants comme faisant sentir les enfants en insécurité en ne les écoutant pas ou en comprenant mal leurs besoins. Lorsque les enfants ne faisaient pas confiance aux personnes qui les entouraient, ils camouflaient leurs traits autistiques afin d’éviter le jugement. Cela avait un coût : beaucoup ont décrit de l’épuisement, de la solitude ou le sentiment de devoir cacher qui ils sont réellement. En revanche, le domicile et les relations de confiance, en particulier avec une famille ou des amis neurodivergents, offraient un refuge. Les enfants se sentaient plus libres d’être eux-mêmes, de demander ce dont ils avaient besoin et de parler de l’autisme. Des identités autistes positives émergentes étaient manifestes chez certains enfants. Ces résultats montrent que les enfants autistes sont réfléchis, perspicaces et profondément affectés par leurs environnements, tout en mettant vivement en lumière les difficultés de grandir en étant autiste dans un monde neurotypique. Leurs voix offrent des éclairages essentiels et appellent à faire des écoles et des services des espaces plus sûrs et plus respectueux.

There is a critical lack of exploration into the firsthand experiences of autistic children in the psychological literature. We sought to address this using baseline data from a wider mixed-methods study. A total of 136 autistic children (mean age = 10.35) completed an online questionnaire. Questions explored children's understanding of autism, their feelings about being autistic in different contexts and challenges experienced. Quantitative data revealed limited autism knowledge and understanding for some. Challenges included talking about being autistic and self-advocating for needs, especially with non-family members. Children generally recognised both strengths and challenges of being autistic, although concerns about feeling/being different were widespread, and masking common. Strikingly, although most children felt positive about being autistic at home, significantly fewer felt this to be true when around peers or teachers. Using reflexive thematic analysis, four main themes were developed: (1) overwhelming experiences, (2) unsafe people, (3) sanctuary and (4) autistic identity. Overall, the children felt safest at home with family and/or with autistic/neurodivergent/understanding friends, but most unsafe at school with their teachers and neurotypical peers, where victimisation was rife. These findings offer valuable insights into the lives of autistic children, and demand we explore how places of education can be transformed into safe spaces for autistic children.Lay abstractAutistic children are rarely asked directly about their own experiences. In this study, 136 autistic children (ages 8-14) shared their views through an online questionnaire. They were asked what being autistic means to them, how they feel about it and what challenges they face in different environments. Many said they knew little about autism, and most did not have the words to talk about being autistic or feel safe doing so. Talking was especially difficult outside the family; while over 60% felt comfortable with family, only 16.5% felt this way with other people. Children also told us how overwhelming everyday life can be. Noisy, crowded or unpredictable environments often caused distress or shutdown. Many described how strong emotions, especially anxiety, build up in these moments. Some lost the ability to speak, and tasks like decision-making or emotional regulation became especially hard and exhausting. School was often named as a major source of overwhelm. Children showed deep insight into the people around them. They were highly attuned to whether others, for example, friends, family, teachers or professionals, felt safe or unsafe. Feeling unsafe often meant being misunderstood, ignored or bullied. School peers were commonly described as sources of victimisation, and teachers as making children feel unsafe by not listening or misunderstanding their needs. When children did not trust those around them, they masked their autistic traits to avoid judgement. This came at a cost: many described exhaustion, loneliness or feeling like they had to hide who they really are. By contrast, home and trusted relationships, especially with neurodivergent family or friends, offered sanctuary. Children felt freer to be themselves, ask for what they need and talk about autism. Emergent positive autistic identities were evident in some children. These findings show autistic children are thoughtful, perceptive and deeply affected by their environments while simultaneously shining a bright light on the challenges growing up autistic in a neurotypical world. Their voices offer vital insights and a call to make schools and services safer, more respectful spaces.

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Autistic voice: Sharing autistic children’s experiences and insights
Confirmé Niveau de fiabilité: Moyen Manuel

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Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
85
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
19 / 85 (22,4 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
26 / 291 (8,9 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 26 / 141 (18,4 %). Auteurices cité·es distinct·es identifié·es comme autistes : 19 / 240 (7,9 %).
Occurrences citées rattachées à la base AutiHub
141 / 291 (48,5 %)
Auteurices cité·es distinct·es rattaché·es : 101 / 240 (42,1 %)
Occurrences rattachées, non identifiées comme autistes
115 / 141 (81,6 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 115 / 291 (39,5 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 82 / 101 (81,2 %).
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