“In Australia, about one in 40 people are autistic, and around 70% of autistic students attend regular schools alongside other students,” says Dr Kasztelan Chapman.
“Yet, despite many autistic students having average or above-average cognitive abilities, their educational outcomes remain poor.”
“Autistic perspectives are also often underrepresented in research,” she adds. “My research aims to improve the learning and teaching experiences of students diagnosed with autism by amplifying their voices.”
Dr Kasztelan Chapman conducted a scoping review to understand what autistic students say about their experiences in mainstream secondary schools.
The review identified five key themes affecting these students: Sensory challenges within the school environment; difficulties in communication and relationships with staff and peers; experiences of inclusion and exclusion; issues related to self-perception and autistic identity; and overall student wellbeing.
“This highlights that autistic students' needs are often unmet. It also emphasises the importance of incorporating their voices into educational practices to foster more inclusive and supportive school environments.”
In addition to the scoping review, Dr Kasztelan Chapman conducted a localised study to explore the collaborative roles of specialist teachers, general classroom teachers, learning support officers and allied health professionals who support autistic students.
“We found that general classroom teachers often lack adequate training to support autistic students, and low autism awareness contributes to negative stereotypes that marginalise them.”
“There was also a disconnect between the perspectives of teachers, students, parents, and allied health professionals.”
So, what works best for autistic students in mainstream secondary schools? Dr Chapman’s study makes several recommendations.
These include listening to and responding to all voices; acknowledging autistic expertise; recognising power dynamics; reflecting critically on pedagogy and existing policies; and fostering a whole-school culture that values autism and embraces difference.
It also recommended revising disciplinary and anti-bullying policies to ensure equitable responses for both neurotypical and neurodivergent students; accepting that sensory sensitivities in autism are real and medically recognised; nominating a key contact for parents of autistic students; and reviewing professional collaboration practices.
“Multiple perspectives can improve policies and practices for all students,” Dr Kasztelan Chapman adds.
“Critical reflection helps educators challenge biases and create more inclusive environments. Empathy, respect for diversity, flexibility, warmth, and humour. These human qualities are key to teaching excellence and supporting autistic students.”
