Une revue systématique : quels facteurs psychosociaux et environnementaux les élèves autistes identifient-ils comme importants pour des expériences positives dans l’enseignement secondaire ordinaire ?

Titre original en anglais : A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school?

Cette publication est incluse dans le projet « Contributions académiques de personnes autistes sur l’autisme ». La publication indique que des personnes autistes en sont auteur·ices ou co-auteur·ices, sans préciser leur nombre ni divulguer leur identité.

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McKinlay, M., Thorpe, D., Cage, E., Grainger, C., Jasper, C., & Stewart, M. (2024). A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school? Autism, 29(3), 566-578. https://doi.org/10.1177/13623613241285974

Date de publication: 15/10/2024 Ajout dans AutiHub: 18/10/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
6
Auteur·ices autistes mentionné·es dans la publication
Nombre non précisé
  1. Marisa McKinlay
  2. David Thorpe
  3. Eilidh Cage
  1. Catherine Grainger
  2. Carol Jasper
  3. Mary Stewart

Résumé

L’enseignement secondaire ordinaire peut être un environnement difficile pour les élèves autistes, en partie en raison de facteurs sociaux et sensoriels. Les recherches menées à ce jour se sont concentrées sur l’identification des aspects négatifs de l’expérience scolaire ; cependant, peu d’études ont identifié les facteurs qui favorisent des expériences positives. Nous adoptons une approche neuroaffirmative pour examiner comment les établissements scolaires peuvent soutenir les élèves autistes, éclairée à la fois par les modèles social et des droits humains du handicap. Nous avons réalisé une revue systématique d’études qualitatives dans lesquelles des adolescents et des adultes autistes ont identifié des facteurs liés à des expériences positives dans l’enseignement secondaire ordinaire. Nous avons identifié 117 études pertinentes et 36 répondaient aux critères d’inclusion. Grâce à une synthèse thématique, nous avons élaboré des thèmes généraux : « Compréhension et acceptation », « Des environnements qui me conviennent » et « Le pouvoir d’agir pour répondre à mes besoins », accompagnés de sous-thèmes supplémentaires. Cette étude a identifié que le pouvoir d’agir, la compréhension et l’acceptation par le personnel comme par les pairs, ainsi que l’accès à des activités stimulantes, étaient des facteurs clés pour créer un environnement positif et favorable aux élèves autistes. L’adaptation aux contextes sociaux et sensoriels était importante pour répondre aux besoins des élèves autistes. Les résultats suggèrent que les politiques et les pratiques devraient se concentrer sur la création d’un environnement positif dans les établissements scolaires pour les élèves autistes, en plus de répondre aux difficultés actuelles. Résumé en langage clair Les recherches ont montré que de nombreux élèves autistes ne s’épanouissent pas dans les établissements secondaires ordinaires. Les études se concentrent souvent sur les difficultés auxquelles les personnes autistes sont confrontées plutôt que sur ce qui favorise leur épanouissement. Nous avons examiné des articles publiés afin d’explorer quels facteurs aidaient les personnes autistes à créer une expérience positive à l’école selon leur propre point de vue. Nous avons identifié 36 études et analysé les citations directes d’adolescents et d’adultes autistes figurant dans ces études. Les facteurs importants pour une expérience positive comprenaient le fait que l’élève autiste se sente compris et accepté par les adultes et les pairs à l’école, puisse façonner les environnements sensoriels et sociaux de manière à ce qu’ils lui conviennent et ait accès à des activités stimulantes. Cette revue a mis en évidence des moyens par lesquels les établissements scolaires peuvent devenir des environnements plus inclusifs et plus positifs pour les élèves autistes.

Mainstream secondary school can be a challenging environment for autistic students, in part due to social and sensory factors. Research to date has focussed on identifying the negative aspects of school experience; however, few studies have identified factors that promote positive experiences. We take a neuro-affirmative approach when exploring how schools can support autistic students, informed by both the social and the human rights models of disability. We conducted a systematic review of qualitative studies in which autistic adolescents and adults identified factors that related to positive experiences in mainstream secondary school. We identified 117 relevant studies and 36 met inclusion criteria. Through thematic synthesis, we developed overarching themes: ‘Understanding and Acceptance’, ‘Environments that suit me’ and ‘Agency to meet my needs’, with additional subthemes. This study identified that agency, understanding and acceptance by both staff and peers, as well as access to engaging activities, were key factors in creating a positive and supportive environment for autistic students. Adaptation to both the social and sensory contexts were important to meet the needs of autistic students. The findings suggest that policy and practice should focus on creating a positive environment in schools for autistic students, in addition to addressing current challenges. Lay abstract Research has shown that many autistic students do not thrive in mainstream secondary schools. Often studies focus on the challenges autistic people face rather than what supports thriving. We reviewed published articles, exploring what factors helped autistic people create a positive experience in school from their own perspective. We identified 36 studies and analysed the direct quotes made by autistic adolescents and adults in these studies. Factors important for positive experience included the autistic student feeling understood and accepted by adults and peers in school, being able to shape sensory and social environments in ways that suited them and accessing engaging activities. This review highlighted ways in which schools can become more inclusive and positive environments for autistic students.

Bibliographie citée par cette référence

Les références citées sont importées depuis des sources externes de métadonnées lorsqu’elles sont disponibles. La liste peut être partielle.

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 : 28/10/2026 01:01.

Références citées
93
Avec un DOI
80
Sans DOI, à partir du texte brut de la bibliographie
11
9 / 93 (9,7 %) références citées comprennent au moins une personne identifiée comme autiste.
Références avec données à compléter
8 / 93 (8,6 %)
Références avec noms d’auteurices détectés
85 / 93 (91,4 %)
Sans nom d’auteurice détecté
8
Sans titre structuré
7
Sans identifiant stable
9
Références avec noms bruts d’auteurices restant à vérifier
7
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
270
À partir du DOI ou de métadonnées externes
270
À partir du texte brut validé de la bibliographie
0
Noms bruts déjà validés
0
Noms bruts restant à vérifier
16
110 / 270 (40,7 %) noms sont associés à un·e auteurice déjà présent·e dans AutiHub. 160 / 270 (59,3 %) noms ne sont pas encore associés.
Noms associés à une personne identifiée comme autiste
15 / 270 (5,6 %)
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 : 15 / 110 (13,6 %). Personnes distinctes identifiées comme autistes : 12 / 238 (5,0 %).
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