“I Want to be Supported, but I Need to be Independent”: Exploring the Views and Experiences of Autistic Girls Accessing Post-16 Education in England

Abstract

Government initiatives within England have changed the way young people access post-16 education and training. Whilst educational transitions during adolescence are recognised as potentially challenging for all young people, literature suggests they may be particularly complex for Autistic students. Moreover, research which explores the educational experiences of Autistic girls is limited. This thesis explores Autistic students’ experiences of post-16 education, including the support available to them during the transition from secondary school. It is comprised of a systematic literature review, bridging document, empirical project, and reflexive chapter. Using meta-ethnography, five papers were synthesised to create a model of transition into post-16 settings for Autistic students. The literature review has links with Gale and Parker’s (2014) characterisations of transition: Induction, Development, and Becoming. At a time of developing independence, the role of parents and person-centred support is highly valued. However, systemic and resource constraints impact upon the availability of individualised, developmentally appropriate post-16 transition support for Autistic students. The empirical research involved interviews with three Autistic girls about their experiences of post-16 education, beyond the initial transition. Interpretative phenomenological analysis resulted in a model suggesting Autistic girls make sense of their post-16 experiences through Practical, Psychological, Organisational, and Systemic factors. These factors are explored with reference to existing theory and research. Empirical findings are viewed as being consistent with those from the meta-ethnography. This research suggests that post-16 settings can provide a supportive environment in which Autistic girls can pursue their interests and goals. However, staff need access to professional development around Autism and girls, and the voices of the girls, themselves, must be centred within any offers of support. Given the widening of their remit to include 16-25 year olds, this thesis advises that Educational Psychologists are well positioned to facilitate a greater understanding of Autistic girls within post-16 and other educational contexts