Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context / Anna COOK in Autism, 30-11 (November 2026)  

Public ISBD [article]  inAutism > 30-11 (November 2026) . - p.2766-2781 Titre : Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context Type de document : texte imprimé Auteurs : Anna COOK, Auteur ; Alice BODDY, Auteur Article en page(s) : p.2766-2781 Langues : Anglais (eng) Mots-clés : autism  inclusive education  teacher self-efficacy  training  attitudes  secondary school Index. décimale : PER Périodiques Résumé : Autistic pupils in mainstream secondary schools often experience unmet needs, yet limited research has examined the combined influence of multiple theoretically relevant predictors of teachers’ self-efficacy and intentions to implement inclusive practice for autistic pupils. This mixed-methods study surveyed 126 staff from six secondary schools, assessing autism-specific training, perceived inclusiveness of the school environment, experience with autistic pupils, neurodiversity-affirming attitudes, personal connection to autism, and staff role. Teacher self-efficacy and intentions for inclusive practice were measured using adapted scales, and hierarchical multiple regression identified significant predictors. Autism-specific training, perceived quality of the inclusive environment, years of experience with autistic pupils, classroom teacher role, and neurodiversity-affirming attitudes predicted higher self-efficacy. Together, these explained 42.1% of the variance. Intentions for inclusive practice were predicted by neurodiversity-affirming attitudes and training, explaining 27.5% of the variance. Thematic analysis of open-text responses revealed practical adjustments including clear communication, sensory adaptations, and emotional regulation supports, alongside challenges such as resource constraints, complex classroom dynamics, and inconsistent institutional support. Findings highlight the value of targeted autism-specific training and fostering neurodiversity-affirming attitudes, supported by inclusive school environments, to strengthen teacher capacity and sustain inclusive practice.Lay Abstract Many autistic pupils in mainstream secondary schools do not have their needs fully met. This can affect their learning, well-being, and opportunities to take part in school life. Teachers play a vital role in making schools more inclusive, but their ability and motivation to do so can be influenced by many different factors. Most research has looked at these factors separately. This study is one of the first to examine several important influences together, to see which are most strongly linked to teachers feeling confident (self-efficacy) and intending to use inclusive practices for autistic pupils. We worked with 126 staff from six secondary schools, including teachers, leaders, teaching assistants, and other support staff. We looked at the impact of autism-specific training, school environment, experience with autistic pupils, attitudes towards neurodiversity, personal connection to autism, and staff role. Participants were also asked to describe examples of strategies they use to support autistic pupils, and the challenges they face. We found that confidence was highest among staff who had autism-specific training, worked in a more inclusive school environment, had more years of experience with autistic pupils, were classroom teachers (rather than in leadership roles), and had more positive, neurodiversity-affirming attitudes. Together, these factors explained more than two fifths (about 42%) of the differences in how confident staff felt. Intentions to use inclusive practices were strongest among staff with neurodiversity-affirming attitudes and autism-specific training, and these two factors together explained just more than a quarter (about 28%) of the differences in how strong those intentions were. Staff described a wide range of helpful strategies, such as giving clear instructions, adapting sensory environments, and supporting emotional regulation. However, they also reported challenges such as limited time, resources, and inconsistent support from school systems. The findings show that targeted autism-specific training, positive attitudes towards neurodiversity, and inclusive school environments can work together to strengthen teacher confidence and commitment to inclusion. Removing systemic barriers will help ensure that staff can put these skills and values into practice to benefit autistic pupils. En ligne : https://dx.doi.org/10.1177/13623613261478886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595 [article] Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context [texte imprimé] / Anna COOK, Auteur ; Alice BODDY, Auteur . - p.2766-2781. Langues : Anglais (eng) in Autism > 30-11 (November 2026) . - p.2766-2781 Mots-clés : autism  inclusive education  teacher self-efficacy  training  attitudes  secondary school Index. décimale : PER Périodiques Résumé : Autistic pupils in mainstream secondary schools often experience unmet needs, yet limited research has examined the combined influence of multiple theoretically relevant predictors of teachers’ self-efficacy and intentions to implement inclusive practice for autistic pupils. This mixed-methods study surveyed 126 staff from six secondary schools, assessing autism-specific training, perceived inclusiveness of the school environment, experience with autistic pupils, neurodiversity-affirming attitudes, personal connection to autism, and staff role. Teacher self-efficacy and intentions for inclusive practice were measured using adapted scales, and hierarchical multiple regression identified significant predictors. Autism-specific training, perceived quality of the inclusive environment, years of experience with autistic pupils, classroom teacher role, and neurodiversity-affirming attitudes predicted higher self-efficacy. Together, these explained 42.1% of the variance. Intentions for inclusive practice were predicted by neurodiversity-affirming attitudes and training, explaining 27.5% of the variance. Thematic analysis of open-text responses revealed practical adjustments including clear communication, sensory adaptations, and emotional regulation supports, alongside challenges such as resource constraints, complex classroom dynamics, and inconsistent institutional support. Findings highlight the value of targeted autism-specific training and fostering neurodiversity-affirming attitudes, supported by inclusive school environments, to strengthen teacher capacity and sustain inclusive practice.Lay Abstract Many autistic pupils in mainstream secondary schools do not have their needs fully met. This can affect their learning, well-being, and opportunities to take part in school life. Teachers play a vital role in making schools more inclusive, but their ability and motivation to do so can be influenced by many different factors. Most research has looked at these factors separately. This study is one of the first to examine several important influences together, to see which are most strongly linked to teachers feeling confident (self-efficacy) and intending to use inclusive practices for autistic pupils. We worked with 126 staff from six secondary schools, including teachers, leaders, teaching assistants, and other support staff. We looked at the impact of autism-specific training, school environment, experience with autistic pupils, attitudes towards neurodiversity, personal connection to autism, and staff role. Participants were also asked to describe examples of strategies they use to support autistic pupils, and the challenges they face. We found that confidence was highest among staff who had autism-specific training, worked in a more inclusive school environment, had more years of experience with autistic pupils, were classroom teachers (rather than in leadership roles), and had more positive, neurodiversity-affirming attitudes. Together, these factors explained more than two fifths (about 42%) of the differences in how confident staff felt. Intentions to use inclusive practices were strongest among staff with neurodiversity-affirming attitudes and autism-specific training, and these two factors together explained just more than a quarter (about 28%) of the differences in how strong those intentions were. Staff described a wide range of helpful strategies, such as giving clear instructions, adapting sensory environments, and supporting emotional regulation. However, they also reported challenges such as limited time, resources, and inconsistent support from school systems. The findings show that targeted autism-specific training, positive attitudes towards neurodiversity, and inclusive school environments can work together to strengthen teacher confidence and commitment to inclusion. Removing systemic barriers will help ensure that staff can put these skills and values into practice to benefit autistic pupils. En ligne : https://dx.doi.org/10.1177/13623613261478886 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=595

Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils’ Experiences in Mainstream Secondary Schools / Alice BODDY in Autism, 30-8 (August 2026)  

Public ISBD [article]  inAutism > 30-8 (August 2026) . - p.2079-2094 Titre : Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils’ Experiences in Mainstream Secondary Schools Type de document : texte imprimé Auteurs : Alice BODDY, Auteur ; Anna COOK, Auteur Article en page(s) : p.2079-2094 Langues : Anglais (eng) Mots-clés : autism  specialist resource provision  inclusion bases  qualitative research  ecological systems theory  school belonging  mental health  mainstream secondary schools  special educational needs  school inclusion  school anxiety Index. décimale : PER Périodiques Résumé : Autistic pupils in mainstream secondary schools face significant barriers to academic progress, social engagement, and mental wellbeing, with parents consistently reporting that their children’s autism-related needs are not being met. This qualitative comparative case study examined what shapes the educational experiences of autistic pupils in secondary schools with Specialist Resource Centres (SRCs) versus comparable mainstream settings without specialist provision. Using Bronfenbrenner’s ecological systems framework, the study explored how multiple layers of influence – ranging from classroom practices to societal attitudes – interact to support or undermine inclusion. Data were collected across seven secondary schools (five SRC schools, two mainstream schools without SRCs) in South-East England via interviews with pupils, parents, and staff. Findings revealed that SRCs functioned as protective microsystems, providing predictable environments, visible support, and trusted relationships that buffered pupils from sensory and social demands. Key protective features included consistent staffing, flexible policies, and normalised support-seeking. However, systemic challenges – including workforce shortages, inadequate mental health services, and resource limitations – constrained the impact of even the most effective school initiatives. The study underscores that effective inclusion requires coordinated support spanning immediate school environments to broader policy frameworks, with implications for admission criteria, staff training, and inter-agency collaboration.Lay Abstract Many autistic young people struggle in secondary school, facing difficulties with academic work, making friends, and managing their mental health. Parents often report that schools don’t properly understand or support their children’s needs. This study explored what makes school better or worse for autistic pupils by comparing two different types of schools: those with specialist autism units (called Specialist Resource Centres) and regular mainstream schools without these units. We spoke to autistic pupils, their parents, and school staff across seven schools in South-East England to understand their experiences. We found that specialist autism units acted like “protective spaces” within schools, providing quieter spaces, clearer routines, and staff who understood autism. These units helped manage sensory demands and social pressures. Pupils could use these spaces when they felt stressed and gradually build confidence to spend more time in mainstream classes. However, we also discovered that broader problems in the education system – like staff shortages, lack of mental health support, and limited resources – affected all schools, regardless of whether they had specialist units. Many autistic pupils still experienced high levels of anxiety and felt they had to hide their autistic traits to fit in. Our findings suggest that while specialist autism units can be helpful, creating truly inclusive schools requires changes at all levels – from individual classrooms to government policy – to provide better support for autistic young people’s education and wellbeing. En ligne : https://dx.doi.org/10.1177/13623613261457949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils’ Experiences in Mainstream Secondary Schools [texte imprimé] / Alice BODDY, Auteur ; Anna COOK, Auteur . - p.2079-2094. Langues : Anglais (eng) in Autism > 30-8 (August 2026) . - p.2079-2094 Mots-clés : autism  specialist resource provision  inclusion bases  qualitative research  ecological systems theory  school belonging  mental health  mainstream secondary schools  special educational needs  school inclusion  school anxiety Index. décimale : PER Périodiques Résumé : Autistic pupils in mainstream secondary schools face significant barriers to academic progress, social engagement, and mental wellbeing, with parents consistently reporting that their children’s autism-related needs are not being met. This qualitative comparative case study examined what shapes the educational experiences of autistic pupils in secondary schools with Specialist Resource Centres (SRCs) versus comparable mainstream settings without specialist provision. Using Bronfenbrenner’s ecological systems framework, the study explored how multiple layers of influence – ranging from classroom practices to societal attitudes – interact to support or undermine inclusion. Data were collected across seven secondary schools (five SRC schools, two mainstream schools without SRCs) in South-East England via interviews with pupils, parents, and staff. Findings revealed that SRCs functioned as protective microsystems, providing predictable environments, visible support, and trusted relationships that buffered pupils from sensory and social demands. Key protective features included consistent staffing, flexible policies, and normalised support-seeking. However, systemic challenges – including workforce shortages, inadequate mental health services, and resource limitations – constrained the impact of even the most effective school initiatives. The study underscores that effective inclusion requires coordinated support spanning immediate school environments to broader policy frameworks, with implications for admission criteria, staff training, and inter-agency collaboration.Lay Abstract Many autistic young people struggle in secondary school, facing difficulties with academic work, making friends, and managing their mental health. Parents often report that schools don’t properly understand or support their children’s needs. This study explored what makes school better or worse for autistic pupils by comparing two different types of schools: those with specialist autism units (called Specialist Resource Centres) and regular mainstream schools without these units. We spoke to autistic pupils, their parents, and school staff across seven schools in South-East England to understand their experiences. We found that specialist autism units acted like “protective spaces” within schools, providing quieter spaces, clearer routines, and staff who understood autism. These units helped manage sensory demands and social pressures. Pupils could use these spaces when they felt stressed and gradually build confidence to spend more time in mainstream classes. However, we also discovered that broader problems in the education system – like staff shortages, lack of mental health support, and limited resources – affected all schools, regardless of whether they had specialist units. Many autistic pupils still experienced high levels of anxiety and felt they had to hide their autistic traits to fit in. Our findings suggest that while specialist autism units can be helpful, creating truly inclusive schools requires changes at all levels – from individual classrooms to government policy – to provide better support for autistic young people’s education and wellbeing. En ligne : https://dx.doi.org/10.1177/13623613261457949 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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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