Eliciting the views of autistic adolescents attending specialist schools on what friendships mean to them / Jo HALSALL in Autism, 30-3 (March 2026)  

Public ISBD [article]  inAutism > 30-3 (March 2026) . - p.812-827 Titre : Eliciting the views of autistic adolescents attending specialist schools on what friendships mean to them Type de document : texte imprimé Auteurs : Jo HALSALL, Auteur ; Elise ROBINSON, Auteur ; Anna COOK, Auteur ; Adam HALSALL, Auteur ; Laura CRANE, Auteur Article en page(s) : p.812-827 Langues : Anglais (eng) Mots-clés : autism  friendship  special educational needs  specialist schools Index. décimale : PER Périodiques Résumé : Friendship has been identified as an important way to support autistic adolescents’ social, emotional and cognitive development. However, research examining autistic adolescents’ friendships has tended to use methodologies inaccessible to children with complex communication and learning needs. We examined the friendship experiences of 12 autistic adolescents (aged 12–15 years) with complex communication and learning needs who attended a specialist school. Using reflexive thematic analysis, we identified two themes. Within the first theme of ‘reconceptualising friendship’, the adolescents identified friends who evoked strong emotions and connection, without distinguishing between positive or negative interactions, or the standard boundaries of friendship. ‘Friendships’ with adults were also highlighted. Within the second theme of ‘the context dependent nature of connection’, the adolescents’ descriptions of friendship communicated a preference for engagement via physical play in spaces that facilitated such interaction. Our findings underscore the importance of directly eliciting the views of autistic adolescents with complex communication and learning needs. They also highlight the value of facilitating opportunities to build social connection with peers and adults through physical play and activities that provoke strong emotions within a safe and contained context.Lay abstract Friendship plays a key role in helping autistic young people develop: socially, emotionally and cognitively. However, much of the research on friendships among autistic children and young people has overlooked those with complex communication and learning needs, using methods that are not accessible to them. As a result, their views on friendship have often been underreported. We investigated the friendship experiences of 12 autistic adolescents, aged between 12 and 15 years, who have complex communication and learning needs and attend a specialist school. By using methods that were adapted including visual resources, the children were able to share their views on friendship. Our two main findings were (1) children identified friends who evoked strong emotions and connection, without distinguishing between positive and negative interactions or the standard boundaries of friendship; and (2) children’s descriptions of friendship communicated a preference for physical play in spaces that facilitated this. They also identified the need for space within structured settings. Our research gave the children the opportunity to identify their friends and express their preferences, offering important insights for future studies. These results highlight the value of supporting autistic children to build social connections by providing opportunities for active play and exploration of strong emotions within safe and familiar settings. En ligne : https://dx.doi.org/10.1177/13623613251414302 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582 [article] Eliciting the views of autistic adolescents attending specialist schools on what friendships mean to them [texte imprimé] / Jo HALSALL, Auteur ; Elise ROBINSON, Auteur ; Anna COOK, Auteur ; Adam HALSALL, Auteur ; Laura CRANE, Auteur . - p.812-827. Langues : Anglais (eng) in Autism > 30-3 (March 2026) . - p.812-827 Mots-clés : autism  friendship  special educational needs  specialist schools Index. décimale : PER Périodiques Résumé : Friendship has been identified as an important way to support autistic adolescents’ social, emotional and cognitive development. However, research examining autistic adolescents’ friendships has tended to use methodologies inaccessible to children with complex communication and learning needs. We examined the friendship experiences of 12 autistic adolescents (aged 12–15 years) with complex communication and learning needs who attended a specialist school. Using reflexive thematic analysis, we identified two themes. Within the first theme of ‘reconceptualising friendship’, the adolescents identified friends who evoked strong emotions and connection, without distinguishing between positive or negative interactions, or the standard boundaries of friendship. ‘Friendships’ with adults were also highlighted. Within the second theme of ‘the context dependent nature of connection’, the adolescents’ descriptions of friendship communicated a preference for engagement via physical play in spaces that facilitated such interaction. Our findings underscore the importance of directly eliciting the views of autistic adolescents with complex communication and learning needs. They also highlight the value of facilitating opportunities to build social connection with peers and adults through physical play and activities that provoke strong emotions within a safe and contained context.Lay abstract Friendship plays a key role in helping autistic young people develop: socially, emotionally and cognitively. However, much of the research on friendships among autistic children and young people has overlooked those with complex communication and learning needs, using methods that are not accessible to them. As a result, their views on friendship have often been underreported. We investigated the friendship experiences of 12 autistic adolescents, aged between 12 and 15 years, who have complex communication and learning needs and attend a specialist school. By using methods that were adapted including visual resources, the children were able to share their views on friendship. Our two main findings were (1) children identified friends who evoked strong emotions and connection, without distinguishing between positive and negative interactions or the standard boundaries of friendship; and (2) children’s descriptions of friendship communicated a preference for physical play in spaces that facilitated this. They also identified the need for space within structured settings. Our research gave the children the opportunity to identify their friends and express their preferences, offering important insights for future studies. These results highlight the value of supporting autistic children to build social connections by providing opportunities for active play and exploration of strong emotions within safe and familiar settings. En ligne : https://dx.doi.org/10.1177/13623613251414302 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=582

"I Spent Most of Freshers in my Room"-A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum / Helen GODDARD in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2701-2716 Titre : "I Spent Most of Freshers in my Room"-A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum Type de document : texte imprimé Auteurs : Helen GODDARD, Auteur ; Anna COOK, Auteur Article en page(s) : p.2701-2716 Langues : Anglais (eng) Mots-clés : Autism  Disclosure  Education  Mental health  University  Young adults Index. décimale : PER Périodiques Résumé : Autistic university students face extra challenges in both their academic and social life. Barriers to socialising appear to be less well understood and supported by universities than academic requirements. Semi-structured interviews were conducted with ten autistic university students to explore their social experiences. Questions explored their social experiences, satisfaction with social life, disclosure of ASD to others, and the impact of mental wellbeing on university life. Thematic analysis indicated most participants were unsatisfied with their social lives and experienced mental health issues. Factors exacerbating social isolation included lack of suitable social events, lack of social support and feeling unable to disclose to peers. Factors which reduced social isolation included joining an autism or special interest society and receiving social mentoring. En ligne : http://dx.doi.org/10.1007/s10803-021-05125-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] "I Spent Most of Freshers in my Room"-A Qualitative Study of the Social Experiences of University Students on the Autistic Spectrum [texte imprimé] / Helen GODDARD, Auteur ; Anna COOK, Auteur . - p.2701-2716. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2701-2716 Mots-clés : Autism  Disclosure  Education  Mental health  University  Young adults Index. décimale : PER Périodiques Résumé : Autistic university students face extra challenges in both their academic and social life. Barriers to socialising appear to be less well understood and supported by universities than academic requirements. Semi-structured interviews were conducted with ten autistic university students to explore their social experiences. Questions explored their social experiences, satisfaction with social life, disclosure of ASD to others, and the impact of mental wellbeing on university life. Thematic analysis indicated most participants were unsatisfied with their social lives and experienced mental health issues. Factors exacerbating social isolation included lack of suitable social events, lack of social support and feeling unable to disclose to peers. Factors which reduced social isolation included joining an autism or special interest society and receiving social mentoring. En ligne : http://dx.doi.org/10.1007/s10803-021-05125-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474

The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group / Anna COOK in Autism, 24-8 (November 2020)  

Public ISBD [article]  inAutism > 24-8 (November 2020) . - p.2178-2189 Titre : The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group Type de document : texte imprimé Auteurs : Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur Article en page(s) : p.2178-2189 Langues : Anglais (eng) Mots-clés : *adolescents  *bullying  *inclusion  *neurodiversity  *peer attitudes  *school climate  *school-age children  *social exclusion  *social identity Index. décimale : PER Périodiques Résumé : Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children's attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11-12 years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying. En ligne : http://dx.doi.org/10.1177/1362361320937088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group [texte imprimé] / Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur . - p.2178-2189. Langues : Anglais (eng) in Autism > 24-8 (November 2020) . - p.2178-2189 Mots-clés : *adolescents  *bullying  *inclusion  *neurodiversity  *peer attitudes  *school climate  *school-age children  *social exclusion  *social identity Index. décimale : PER Périodiques Résumé : Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children's attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11-12 years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying. En ligne : http://dx.doi.org/10.1177/1362361320937088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children / Anna COOK in Autism, 23-4 (May 2019)  

Public ISBD [article]  inAutism > 23-4 (May 2019) . - p.933-942 Titre : The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children Type de document : texte imprimé Auteurs : Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur Article en page(s) : p.933-942 Langues : Anglais (eng) Mots-clés : attitudes  bullying  contact  exposure  group-based emotion  inclusion  interventions - psychosocial/behavioural  school-age children  social cognition and social behaviour  social exclusion Index. décimale : PER Périodiques Résumé : Children with autism are more likely to be socially excluded than their neurotypical peers. Since the majority of children with autism attend mainstream schools, interventions are needed to improve the attitudes and behaviours of their peers. Many studies highlight the influence of contact on positive attitudes and reduced discrimination. Group music-making provides an ideal opportunity for positive contact to occur in the classroom. This study evaluated the impact of music-based contact with autistic peers on the attitudes, emotions and behaviours of neurotypical children. Changes in those with autism were also assessed. Neurotypical participants ( n = 55) aged 10-11 years took part in an 11-week music programme designed to increase social interaction, which either did or did not include contact with autistic children ( n = 10). Measures of attitudes, emotions and behaviours were assessed at baseline and follow-up. In response to a hypothetical scenario depicting social exclusion of a child with autism, neurotypical participants in the contact group showed a greater increase in prosocial emotions and a greater decrease in tendency to be a victim than those in the no-contact group. Participants with autism also showed a 19.7% decrease in victimisation. Implications of group music-making for tackling social exclusion of children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361318787793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] The impact of a school-based musical contact intervention on prosocial attitudes, emotions and behaviours: A pilot trial with autistic and neurotypical children [texte imprimé] / Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur . - p.933-942. Langues : Anglais (eng) in Autism > 23-4 (May 2019) . - p.933-942 Mots-clés : attitudes  bullying  contact  exposure  group-based emotion  inclusion  interventions - psychosocial/behavioural  school-age children  social cognition and social behaviour  social exclusion Index. décimale : PER Périodiques Résumé : Children with autism are more likely to be socially excluded than their neurotypical peers. Since the majority of children with autism attend mainstream schools, interventions are needed to improve the attitudes and behaviours of their peers. Many studies highlight the influence of contact on positive attitudes and reduced discrimination. Group music-making provides an ideal opportunity for positive contact to occur in the classroom. This study evaluated the impact of music-based contact with autistic peers on the attitudes, emotions and behaviours of neurotypical children. Changes in those with autism were also assessed. Neurotypical participants ( n = 55) aged 10-11 years took part in an 11-week music programme designed to increase social interaction, which either did or did not include contact with autistic children ( n = 10). Measures of attitudes, emotions and behaviours were assessed at baseline and follow-up. In response to a hypothetical scenario depicting social exclusion of a child with autism, neurotypical participants in the contact group showed a greater increase in prosocial emotions and a greater decrease in tendency to be a victim than those in the no-contact group. Participants with autism also showed a 19.7% decrease in victimisation. Implications of group music-making for tackling social exclusion of children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361318787793 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

The impact of specialist resource centres on autistic pupils’ experience of mainstream school / Anna COOK in Autism, 30-4 (April 2026)  

Public ISBD [article]  inAutism > 30-4 (April 2026) . - p.1088-1107 Titre : The impact of specialist resource centres on autistic pupils’ experience of mainstream school Type de document : texte imprimé Auteurs : Anna COOK, Auteur ; Alice BODDY, Auteur Article en page(s) : p.1088-1107 Langues : Anglais (eng) Mots-clés : autism  inclusive education  peer support  psychological well-being  resource base provision  school attendance  school belonging  social inclusion  specialist resource centre  teacher support Index. décimale : PER Périodiques Résumé : This study investigated how autistic pupils’ psychological, social and educational outcomes differed in contrasting mainstream provisions. Using a three-year longitudinal quasi-experimental design, outcomes were compared across three placements: placement in a specialist resource centre, mainstream placement in specialist resource centre host schools, and placement in mainstream schools without a specialist resource centre. Autistic pupils (N = 119, aged 11–14) and matched non-autistic peers (N = 119) completed surveys and schools provided attainment, attendance, and exclusion data. Placement type showed no main effects on psychosocial outcomes in mixed analyses of variance, indicating limited evidence for differential change by placement alone, but hierarchical regressions indicated that specialist resource centre placement was statistically associated with higher academic attainment and stronger school belonging than mainstream schools without a specialist resource centre, and greater perceived teacher support than mainstream placement in specialist resource centre host schools. Attendance disparities for specialist resource centre pupils were smaller than national averages for autistic pupils, though attendance remained below whole-school averages. Perceived peer and teacher support were most strongly associated with positive outcomes across models, highlighting relational inclusion as a potential mechanism. Findings underscore the value of positive relationships in fostering belonging, reducing disparities, and promoting well-being for autistic pupils. Overall, specialist resource centre approaches may be associated with academic and belonging advantages, while relational inclusion appears central to positive outcomes.Lay abstract This study explored how support through specialist resource centres can help autistic pupils in mainstream secondary schools. Specialist resource centres are supportive spaces within regular schools that offer extra help, trained staff who understand autism, and a calm environment, while also keeping pupils included in the wider school community. Although national policies aim to make schools more inclusive, many autistic pupils still face challenges such as anxiety, social challenges and school absence. This study followed 119 autistic pupils aged 11–14 across seven schools for three years. It compared three groups: pupils in specialist resource centres, autistic pupils in the same schools but not placed in the Centres and autistic pupils in mainstream schools without a Centre. Comparisons were also made with non-autistic pupils from the same schools. The study found that specialist resource centre placement was linked to better academic progress for pupils in this sample and a stronger sense of belonging than other placements. Even so, placement on its own did not lead to clear differences in most areas of well-being, and some results were based on smaller samples, so they should be treated carefully. Specialist resource centre pupils also felt more supported by teachers, and they reported higher levels of happiness and fewer peer problems than non-autistic peers. However, because this information was gathered at one point in time, the findings do not prove that placement caused these differences, though they leave open the possibility that placement may have had an impact. Pupils in specialist resource centre placements appeared to have better attendance than autistic pupils nationally, although attendance was still not as high as whole-school averages. The most important factor linked to positive outcomes was feeling supported by teachers and classmates. These results suggest specialist resource centres may offer the greatest benefits within mainstream schools, when they help pupils build supportive peer and teacher relationships. En ligne : https://dx.doi.org/10.1177/13623613261426099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584 [article] The impact of specialist resource centres on autistic pupils’ experience of mainstream school [texte imprimé] / Anna COOK, Auteur ; Alice BODDY, Auteur . - p.1088-1107. Langues : Anglais (eng) in Autism > 30-4 (April 2026) . - p.1088-1107 Mots-clés : autism  inclusive education  peer support  psychological well-being  resource base provision  school attendance  school belonging  social inclusion  specialist resource centre  teacher support Index. décimale : PER Périodiques Résumé : This study investigated how autistic pupils’ psychological, social and educational outcomes differed in contrasting mainstream provisions. Using a three-year longitudinal quasi-experimental design, outcomes were compared across three placements: placement in a specialist resource centre, mainstream placement in specialist resource centre host schools, and placement in mainstream schools without a specialist resource centre. Autistic pupils (N = 119, aged 11–14) and matched non-autistic peers (N = 119) completed surveys and schools provided attainment, attendance, and exclusion data. Placement type showed no main effects on psychosocial outcomes in mixed analyses of variance, indicating limited evidence for differential change by placement alone, but hierarchical regressions indicated that specialist resource centre placement was statistically associated with higher academic attainment and stronger school belonging than mainstream schools without a specialist resource centre, and greater perceived teacher support than mainstream placement in specialist resource centre host schools. Attendance disparities for specialist resource centre pupils were smaller than national averages for autistic pupils, though attendance remained below whole-school averages. Perceived peer and teacher support were most strongly associated with positive outcomes across models, highlighting relational inclusion as a potential mechanism. Findings underscore the value of positive relationships in fostering belonging, reducing disparities, and promoting well-being for autistic pupils. Overall, specialist resource centre approaches may be associated with academic and belonging advantages, while relational inclusion appears central to positive outcomes.Lay abstract This study explored how support through specialist resource centres can help autistic pupils in mainstream secondary schools. Specialist resource centres are supportive spaces within regular schools that offer extra help, trained staff who understand autism, and a calm environment, while also keeping pupils included in the wider school community. Although national policies aim to make schools more inclusive, many autistic pupils still face challenges such as anxiety, social challenges and school absence. This study followed 119 autistic pupils aged 11–14 across seven schools for three years. It compared three groups: pupils in specialist resource centres, autistic pupils in the same schools but not placed in the Centres and autistic pupils in mainstream schools without a Centre. Comparisons were also made with non-autistic pupils from the same schools. The study found that specialist resource centre placement was linked to better academic progress for pupils in this sample and a stronger sense of belonging than other placements. Even so, placement on its own did not lead to clear differences in most areas of well-being, and some results were based on smaller samples, so they should be treated carefully. Specialist resource centre pupils also felt more supported by teachers, and they reported higher levels of happiness and fewer peer problems than non-autistic peers. However, because this information was gathered at one point in time, the findings do not prove that placement caused these differences, though they leave open the possibility that placement may have had an impact. Pupils in specialist resource centre placements appeared to have better attendance than autistic pupils nationally, although attendance was still not as high as whole-school averages. The most important factor linked to positive outcomes was feeling supported by teachers and classmates. These results suggest specialist resource centres may offer the greatest benefits within mainstream schools, when they help pupils build supportive peer and teacher relationships. En ligne : https://dx.doi.org/10.1177/13623613261426099 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=584

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