O'Hagan, S, Bond, C and Hebron, J orcid.org/0000-0001-6688-3940 (2022) Autistic Girls and Emotionally Based School Avoidance: Supportive factors for successful re-engagement in mainstream high school. International Journal of Inclusive Education. ISSN 1360-3116
Abstract
School can be challenging for autistic girls who are at risk of internalised anxiety which can ultimately lead to school avoidance. Low attendance is acknowledged as negatively impacting educational attainment and exacerbating mental health difficulties. Semi-structured interviews were conducted with three autistic girls aged 13–15 years from different high schools, their parent(s) and key adult. Thematic analysis identified the first phase of re-engagement is developing a trusting student–key adult relationship. This provides the foundation for social and emotional intervention. Challenges were also acknowledged and possible improvements reflected upon. These results will aid educators and researchers aiming to support the successful inclusion of autistic girls at risk of experiencing emotionally based school avoidance in mainstream high schools.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 Informa UK Limited, trading as Taylor & Francis Group. This is an author produced version of an article, published in International Journal of Inclusive Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | autism; exclusion; female; non-attendance; school avoidance; school refusal |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 21 Feb 2022 13:35 |
Last Modified: | 14 Sep 2023 00:13 |
Status: | Published online |
Publisher: | Routledge |
Identification Number: | 10.1080/13603116.2022.2049378 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:183792 |