« Quelqu’un qui pense comme moi dans un grand endroit » : attitudes de jeunes adultes autistes à l’égard du soutien par les pairs autistes dans l’enseignement ordinaire

Titre original en anglais : ‘Someone like-minded in a big place’: Autistic young adults’ attitudes towards autistic peer support in mainstream education

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Crompton, C. J., Hallett, S., Axbey, H., McAuliffe, C., & Cebula, K. (2022). ‘Someone like-minded in a big place’: Autistic young adults’ attitudes towards autistic peer support in mainstream education. Autism, 27(1), 76-91. https://doi.org/10.1177/13623613221081189

Date de publication: 05/03/2022 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
5
Auteur·ices de la publication identifié·es comme autistes
2 / 5 (40,0 %)
  1. Catherine J. Crompton
  2. Sonny Hallett *
  3. Harriet Axbey *
  4. Christine McAuliffe
  5. Katie Cebula

Résumé

Les jeunes personnes autistes dans les écoles ordinaires connaissent souvent de faibles niveaux de soutien social de la part des pairs, ont des perceptions négatives de leurs différences et se sentent déconnectées de leur communauté scolaire. Les résultats de recherches antérieures ont suggéré qu’encourager les jeunes personnes autistes à explorer la culture autiste et à passer du temps avec des pairs autistes peut être associé à des résultats plus positifs. Le soutien par les pairs spécifique à l’autisme est un cadre susceptible de soutenir ce processus. Treize participants (huit hommes/cinq femmes) ont réalisé des entretiens semi-structurés, explorant l’idée d’un soutien par les pairs spécifique à l’autisme au sein des écoles ordinaires et les aspects pratiques de son fonctionnement possible dans un contexte scolaire. Une analyse thématique a été appliquée, et trois thèmes sont rapportés : (1) la neurodiversité et une éthique de l’inclusion, (2) la flexibilité et (3) les avantages et les difficultés liés à l’intégration du soutien par les pairs dans la communauté scolaire élargie. L’idée d’un soutien par les pairs spécifique à l’autisme pour les élèves autistes dans les écoles secondaires ordinaires a été généralement bien accueillie. Le soutien par les pairs peut offrir aux élèves autistes une occasion unique d’interagir de manière naturelle et confortable, de partager des stratégies utiles et de construire leurs identités. Néanmoins, une conception soigneuse, une formation et un soutien continu, ainsi qu’une prise de conscience des droits, des besoins et des préférences des élèves individuels concernés, sont susceptibles d’être essentiels pour assurer le succès de tout programme de soutien par les pairs. Résumé en langage clair Les jeunes personnes autistes peuvent éprouver des difficultés dans les écoles ordinaires et se sentir déconnectées de leurs pairs et de leur école. Nous savons que les adultes autistes peuvent bénéficier du fait de passer du temps avec d’autres personnes autistes, mais nous ne savons pas si c’est le cas pour les jeunes personnes autistes. Nous avons mené des entretiens avec 13 jeunes adultes autistes au Royaume-Uni qui avaient récemment quitté l’enseignement ordinaire. Nous leur avons demandé s’ils auraient été intéressés à participer à un soutien par les pairs autistes lorsqu’ils étaient à l’école et, dans l’affirmative, à quoi ce soutien par les pairs devrait ressembler. Les résultats ont indiqué que les jeunes personnes autistes étaient enthousiastes à l’idée du soutien par les pairs. Elles pensaient qu’il était important que le soutien par les pairs soit flexible afin de répondre à leurs besoins à différents moments, ainsi qu’inclusif, positif et favorable à la neurodiversité. Elles ont également discuté des avantages potentiels et des difficultés liés à l’existence d’un système de soutien par les pairs dans un contexte scolaire. Cela s’ajoute au corpus croissant de recherches sur les avantages potentiels des interactions autiste-autiste pour le bien-être et le sentiment d’appartenance des personnes autistes. Les résultats peuvent être utilisés pour aider à concevoir des projets pilotes de soutien par les pairs dans les écoles, qui peuvent être testés afin de déterminer leur efficacité.

Autistic young people in mainstream schools often experience low levels of peer social support, have negative perceptions of their differences and feel disconnected from their school community. Previous research findings have suggested that encouraging autistic young people to explore autistic culture and spending time with autistic peers may be associated with more positive outcomes. Autism-specific peer support is a framework that may support this process. Thirteen participants (eight male/five female) completed semi-structured interviews, exploring the idea of autism-specific peer support within mainstream schools and the practicalities of how it may work within a school setting. Thematic analysis was applied, and three themes are reported: (1) neurodiversity and an ethos of inclusivity, (2) flexibility and (3) benefits and challenges of embedding peer support in the wider school community. The idea of autism-specific peer support for autistic pupils in mainstream secondary schools was generally positively received. Peer support may provide a unique opportunity for autistic pupils to interact in a natural, comfortable way; share useful strategies; and build their identities. Nevertheless, careful design, training and ongoing support, alongside awareness of the rights, needs and preferences of individual pupils involved are likely to be crucial in ensuring the success of any peer support programme. Lay abstract Autistic young people may struggle in mainstream schools and feel disconnected from their peers and their school. We know that autistic adults can benefit from spending time with other autistic people, but we don’t know if this is the case for younger autistic people. We conducted interviews with 13 autistic young adults in the United Kingdom who recently left mainstream schooling. We asked them if they would have been interested in being involved in autistic peer support when they were at school, and if so, what that peer support should look like. Results indicated that autistic young people were enthusiastic about the idea of peer support. They thought it was important that peer support was flexible to suit their needs at different times, as well as inclusive, positive, and embracing neurodiversity. They also discussed the potential benefits and difficulties of having a peer support system within a school setting. This adds to the growing body of research on the potential benefits of autistic-autistic interactions on autistic people’s well-being and sense of belonging. Findings can be used to help design pilot peer support projects in schools that can be tested to see how effective they are.

Bibliographie citée par cette référence

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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 11:30.

Références citées
114
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
16 / 114 (14,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
18 / 337 (5,3 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 18 / 103 (17,5 %). Auteurices cité·es distinct·es identifié·es comme autistes : 14 / 282 (5,0 %).
Occurrences citées rattachées à la base AutiHub
103 / 337 (30,6 %)
Auteurices cité·es distinct·es rattaché·es : 69 / 282 (24,5 %)
Occurrences rattachées, non identifiées comme autistes
85 / 103 (82,5 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 85 / 337 (25,2 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 55 / 69 (79,7 %).
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