Les centres de ressources spécialisés en tant que microsystèmes protecteurs : une étude de cas comparative qualitative des expériences d'élèves autistes dans des établissements secondaires ordinaires

Titre original en anglais : Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils’ Experiences in Mainstream Secondary Schools

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». un auteur·ice de cette publication est identifié·e comme autiste dans le projet.

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Boddy, A. & Cook, A. (2026). Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils’ Experiences in Mainstream Secondary Schools. Autism, 30(8), 2079-2094. https://doi.org/10.1177/13623613261457949

Date de publication: 02/07/2026 Ajout dans AutiHub: 10/09/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
2
Auteur·ices de la publication identifié·es comme autistes
1 / 2 (50,0 %)
  1. Alice Boddy *
  2. Anna Cook

Résumé

Les élèves autistes dans les établissements secondaires ordinaires sont confrontés à des obstacles importants à la progression scolaire, à l'engagement social et au bien-être mental, les parents signalant régulièrement que les besoins de leurs enfants liés à l'autisme ne sont pas satisfaits. Cette étude de cas comparative qualitative a examiné ce qui façonne les expériences éducatives d'élèves autistes dans des établissements secondaires dotés de centres de ressources spécialisés (SRC) par rapport à des contextes ordinaires comparables sans dispositif spécialisé. En utilisant le cadre des systèmes écologiques de Bronfenbrenner, l'étude a exploré la manière dont de multiples niveaux d'influence, allant des pratiques en classe aux attitudes sociétales, interagissent pour soutenir ou compromettre l'inclusion. Des données ont été recueillies dans sept établissements secondaires (cinq établissements avec SRC, deux établissements ordinaires sans SRC) dans le Sud-Est de l'Angleterre au moyen d'entretiens avec des élèves, des parents et des membres du personnel. Les résultats ont révélé que les SRC fonctionnaient comme des microsystèmes protecteurs, offrant des environnements prévisibles, un soutien visible et des relations de confiance qui protégeaient les élèves des exigences sensorielles et sociales. Les principales caractéristiques protectrices comprenaient la stabilité du personnel, des politiques flexibles et le fait de rendre normal la recherche de soutien. Toutefois, des défis systémiques, notamment les pénuries de personnel, l'insuffisance des services de santé mentale et les limitations de ressources, restreignaient l'impact même des initiatives scolaires les plus efficaces. L'étude souligne qu'une inclusion efficace exige un soutien coordonné allant des environnements scolaires immédiats aux cadres politiques plus larges, avec des implications pour les critères d'admission, la formation du personnel et la collaboration interinstitutionnelle. Résumé grand public De nombreux jeunes autistes éprouvent des difficultés dans l'enseignement secondaire, rencontrant des problèmes liés au travail scolaire, à la création de liens d'amitié et à la gestion de leur santé mentale. Les parents signalent souvent que les établissements scolaires ne comprennent ni ne soutiennent correctement les besoins de leurs enfants. Cette étude a exploré ce qui améliore ou détériore l'expérience scolaire des élèves autistes en comparant deux types d'établissements : ceux disposant d'unités spécialisées dans l'autisme, appelées centres de ressources spécialisés, et les établissements ordinaires sans ces unités. Nous nous sommes entretenus avec des élèves autistes, leurs parents et le personnel scolaire dans sept établissements du Sud-Est de l'Angleterre afin de comprendre leurs expériences. Nous avons constaté que les unités spécialisées dans l'autisme agissaient comme des « espaces protecteurs » au sein des établissements, offrant des espaces plus calmes, des routines plus claires et un personnel qui comprenait l'autisme. Ces unités aidaient à gérer les exigences sensorielles et les pressions sociales. Les élèves pouvaient utiliser ces espaces lorsqu'ils se sentaient stressés et renforcer progressivement leur confiance afin de passer davantage de temps dans les classes ordinaires. Toutefois, nous avons également constaté que des problèmes plus larges du système éducatif, tels que les pénuries de personnel, le manque de soutien en santé mentale et les ressources limitées, affectaient tous les établissements, qu'ils disposent ou non d'unités spécialisées. De nombreux élèves autistes continuaient à éprouver des niveaux élevés d'anxiété et avaient le sentiment de devoir dissimuler leurs traits autistiques pour s'intégrer. Nos résultats suggèrent que, si les unités spécialisées dans l'autisme peuvent être utiles, la création d'établissements véritablement inclusifs exige des changements à tous les niveaux, des classes individuelles aux politiques gouvernementales, afin d'apporter un meilleur soutien à l'éducation et au bien-être des jeunes autistes.

Autistic pupils in mainstream secondary schools face significant barriers to academic progress, social engagement, and mental wellbeing, with parents consistently reporting that their children’s autism-related needs are not being met. This qualitative comparative case study examined what shapes the educational experiences of autistic pupils in secondary schools with Specialist Resource Centres (SRCs) versus comparable mainstream settings without specialist provision. Using Bronfenbrenner’s ecological systems framework, the study explored how multiple layers of influence – ranging from classroom practices to societal attitudes – interact to support or undermine inclusion. Data were collected across seven secondary schools (five SRC schools, two mainstream schools without SRCs) in South-East England via interviews with pupils, parents, and staff. Findings revealed that SRCs functioned as protective microsystems, providing predictable environments, visible support, and trusted relationships that buffered pupils from sensory and social demands. Key protective features included consistent staffing, flexible policies, and normalised support-seeking. However, systemic challenges – including workforce shortages, inadequate mental health services, and resource limitations – constrained the impact of even the most effective school initiatives. The study underscores that effective inclusion requires coordinated support spanning immediate school environments to broader policy frameworks, with implications for admission criteria, staff training, and inter-agency collaboration. Lay Abstract Many autistic young people struggle in secondary school, facing difficulties with academic work, making friends, and managing their mental health. Parents often report that schools don’t properly understand or support their children’s needs. This study explored what makes school better or worse for autistic pupils by comparing two different types of schools: those with specialist autism units (called Specialist Resource Centres) and regular mainstream schools without these units. We spoke to autistic pupils, their parents, and school staff across seven schools in South-East England to understand their experiences. We found that specialist autism units acted like “protective spaces” within schools, providing quieter spaces, clearer routines, and staff who understood autism. These units helped manage sensory demands and social pressures. Pupils could use these spaces when they felt stressed and gradually build confidence to spend more time in mainstream classes. However, we also discovered that broader problems in the education system – like staff shortages, lack of mental health support, and limited resources – affected all schools, regardless of whether they had specialist units. Many autistic pupils still experienced high levels of anxiety and felt they had to hide their autistic traits to fit in. Our findings suggest that while specialist autism units can be helpful, creating truly inclusive schools requires changes at all levels – from individual classrooms to government policy – to provide better support for autistic young people’s education and wellbeing.

Bibliographie citée par cette référence

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Vue d’ensemble de la bibliographie citée

Ces indicateurs décrivent la bibliographie citée par cette publication. Un nom d’auteurice est compté chaque fois qu’il apparaît dans une référence citée : une même personne peut donc être comptée plusieurs fois. Les noms qui ne sont pas encore associés à un·e auteurice déjà présent·e dans AutiHub sont traités comme inconnus, pas comme non autistes. Dernier calcul : 12/09/2026 07:09.

Références citées
63
Avec un DOI
45
Sans DOI, à partir du texte brut de la bibliographie
18
2 / 63 (3,2 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
12 / 63 (19,0 %)
Références avec noms d’auteurices détectés
51 / 63 (81,0 %)
Sans nom d’auteurice détecté
12
Sans titre structuré
12
Sans identifiant stable
18
Références avec noms bruts d’auteurices restant à vérifier
0
Références avec problème de récupération des métadonnées externes
0
Ces indicateurs portent sur les références citées affichées sur cette page, après fusion des doublons techniques. Une référence sans DOI peut quand même soutenir les statistiques d’auteurices lorsqu’un titre et des noms d’auteurices sont disponibles.
Noms d’auteurices détectés dans la bibliographie citée
129
À partir du DOI ou de métadonnées externes
129
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
12
40 / 129 (31,0 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 89 / 129 (69,0 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
2 / 129 (1,6 %)
Calculé sur l’ensemble des noms d’auteurices détectés dans la bibliographie citée. Parmi les noms associés à un·e auteurice déjà présent·e dans AutiHub : 2 / 40 (5,0 %). Personnes distinctes identifiées comme autistes : 2 / 107 (1,9 %).
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