An Exploration of the Retrospective School Experiences of Late-diagnosed Autistic Women and the Potential Role of the Educational Psychologist

Abstract

This two-phase qualitative study explored the retrospective school experiences of women diagnosed with autism in adulthood and how educational psychologists may work to support autistic girls in their educational settings. The first phase of the research employed semi-structured interviews to gather the school experiences of five autistic women with a specific focus on perceived barriers and facilitators to their positive school experiences. The second phase of the experience sought the views of educational psychologists regarding how they may support autistic girls in their educational setting. Composite vignettes were created using phase one data and presented to five educational psychologists to elicit discussion in two focus groups. The findings from phase one of the research suggest that safe spaces, positive relationships with school staff, friendships, hobbies and interests, self-management of needs, and an enjoyment of learning were all important facilitators to autistic girls’ positive school experiences. Phase two findings indicate that educational psychologists may be able to support autistic girls in their educational settings through sharing of knowledge and expertise with school staff, working directly with children and young people, and through direct work with parents and families. The findings from the current research highlight the importance of training and education for school staff, particularly regarding the presentation of need in autistic girls and appropriate accommodations and adjustments.