Autistic students need more support to feel included at school, world-first research shows.
University of South Australia and Flinders University researchers assessed the experiences of 225 autistic students aged 10 to 14 years.
Lead researcher Dr Kobie Boshoff said the study allowed middle-years autistic students to share their firsthand experiences, “and for us to learn directly from them about the support they need”.
“Every child deserves the chance to succeed at school,” he said.
“Schools play a critical role in shaping a positive and inclusive learning experience, but they need more funding, training, and professional support to make this a reality.
“We must invest in practical solutions to ensure every individual autistic student feels valued, understood, and empowered to thrive.
“Autistic students’ school experiences are often marred by being poorly understood, high levels of bullying, interpersonal difficulties, and academic struggles.”
Dr Boshoff said this impacted their mental health into adulthood.
He said schools could better support students with autism by fostering positive relationships, offering flexible learning strategies, and ensuring physical environments catered to sensory needs.
“Positive relationships with peers are vital, yet many autistic students find it hard to make friends,” he said.
“As friendships foster a sense of belonging, schools must prioritise social inclusion alongside academic success.
“Similarly, caring and supportive school staff can make a significant difference.
“When students feel understood, they feel safe, respected, and heard.
“Teachers who adapt their approach for different students, communicate clearly, and create flexible learning environments, have a profound impact on student wellbeing.”
Dr Boshoff said a school’s physical and social environment also played a crucial role.
“Noisy, crowded spaces and unpredictable routines can trigger anxiety, making it harder for students to engage,” he said.
“Schools that offer structured support, sensory-friendly spaces, and flexible learning strategies create a more inclusive experience.”
While Australia’s educational landscape is increasingly recognising the importance of inclusivity for students with autism, Dr Boshoff said there was still a long way to go.
“Support for autistic students shouldn’t fade as they grow older – their needs evolve, and services must evolve with them,” he said.
“Yet, there’s a growing trend of assuming that older students require less support when, in reality, they just need different support.”
