« Comment savez-vous que vous êtes en sécurité à l’école ? Quand je n’y suis pas ». Perspectives de jeunes autistes et de membres du personnel scolaire d’un établissement secondaire sur les difficultés d’assiduité et sur les personnes responsables du changement

Titre original en anglais : “How do you know you’re safe at school? When I’m not there”. Perspectives of autistic young people and school staff from one secondary school about attendance struggles and who is accountable for change

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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Parsons, S., Watson, A., Moyse, R., Lynch, A., Gusman, C., De La Fosse, L., & Kovshoff, H. (2026). “How do you know you’re safe at school? When I’m not there”. Perspectives of autistic young people and school staff from one secondary school about attendance struggles and who is accountable for change. Educational Review, 1-25. https://doi.org/10.1080/00131911.2026.2680303

Publication date: 06/07/2026 Ajout dans AutiHub: 17/09/2026 Type: Article Langue de l’article: Anglais
Source éditeur (DOI) Texte intégral Source OpenAlex

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Auteurs

Auteur·ices des publications
7
Auteur·ices de la publication identifié·es comme autistes
1 / 7 (14,3 %)
  1. Sarah Parsons
  2. Alex Watson
  3. R. Moyse *
  4. Alana Lynch
  1. Charlotte Gusman
  2. Lynn De La Fosse
  3. Hanna Kovshoff

Résumé

La non-fréquentation scolaire est devenue un phénomène international après la pandémie, de nombreuses écoles, quelle que soit leur population accueillie ou leur localisation, connaissant une augmentation du nombre d’élèves ayant des difficultés à fréquenter l’école. Toutefois, les données antérieures à la pandémie soulignent que la non-fréquentation des élèves autistes constituait déjà un problème important et qu’elle a augmenté après la pandémie. En effet, les élèves autistes continuent d’être surreprésentés dans les chiffres de la non-fréquentation, et des recherches sont nécessaires pour mieux comprendre les causes profondes de ce phénomène. Cette étude de cas était une collaboration avec un établissement secondaire ordinaire du Nord-Ouest de l’Angleterre afin d’explorer les expériences de non-fréquentation scolaire dans un contexte scolaire spécifique. Les données ont été recueillies à l’aide de plusieurs méthodes : une enquête en ligne auprès du personnel (n = 43 répondants), des entretiens approfondis avec des membres du personnel sélectionnés (n = 3) et une activité Photovoice avec des élèves autistes de sexe masculin âgés de 12 à 14 ans (n = 7). L’analyse thématique réflexive des données qualitatives a mis au premier plan les points de vue et les perspectives des jeunes, puis a intégré les points de vue du personnel. Trois thèmes principaux ont été identifiés, relatifs à (1) le sentiment d’insécurité dû à l’incertitude et à l’imprévisibilité, à la vigilance et à l’anxiété, (2) l’évitement du contact et de l’engagement, et (3) les refuges sûrs, comprenant des personnes et des espaces. Les expériences des jeunes se concentraient sur les lieux où ils se sentaient en sécurité, en insécurité et anxieux, tandis que les commentaires du personnel avaient tendance à se concentrer sur les comportements d’évitement des élèves et sur leur manque de résilience, d’intérêt ou d’engagement. Ces différences d’accent soulignent l’importance de permettre le partage des deux ensembles de perspectives au sein du même environnement afin que des changements significatifs dans les pratiques puissent être apportés.

School non-attendance became an international phenomenon post-pandemic with many schools, regardless of intake or location, experiencing increases in pupils struggling to attend. However, pre-pandemic data highlight that non-attendance of autistic students was already a significant issue and increased post-pandemic. Indeed, autistic students continue to be overrepresented in non-attendance figures and research is needed to understand more about the root causes of why. This case study was a collaboration with a mainstream secondary school in the North West of England to explore experiences of school non-attendance within a specific school context. Data were collected using multiple methods: an online staff survey (n = 43 respondents), in-depth interviews with selected staff members (n = 3) and a Photovoice activity with autistic male students aged 12–14 years (n = 7). Reflexive thematic analysis of the qualitative data foregrounded the views and perspectives of the young people and then incorporated the views of staff. Three main themes were identified relating to (1) feeling unsafe due to uncertainty and unpredictability, vigilance and anxiety, (2) the avoidance of touch and engagement, and (3) safe havens that included people and spaces. Young people’s experiences focused on where they felt safe, unsafe and anxious while staff comments tended to focus on students’ avoidant behaviours and lack of resilience, interest, or engagement. These different emphases highlight the importance of enabling the sharing of both sets of perspectives from within the same environment so that meaningful changes to practice can be made.

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 : 20/09/2026 01:01.

Références citées
55
Avec un DOI
37
Sans DOI, à partir du texte brut de la bibliographie
18
1 / 55 (1,8 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
14 / 55 (25,5 %)
Références avec noms d’auteurices détectés
41 / 55 (74,5 %)
Sans nom d’auteurice détecté
14
Sans titre structuré
14
Sans identifiant stable
18
Références avec noms bruts d’auteurices restant à vérifier
13
Références avec problème de récupération des métadonnées externes
1
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
112
À partir du DOI ou de métadonnées externes
112
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
15
43 / 112 (38,4 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 69 / 112 (61,6 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
1 / 112 (0,9 %)
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 : 1 / 43 (2,3 %). Personnes distinctes identifiées comme autistes : 1 / 93 (1,1 %).
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