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Research into the school experiences of autistic adolescents tends to utilise predominantly male samples, effectively neglecting the views of autistic girls. This study explores the perspectives of three autistic girls attending a mainstream secondary school recognised for its good autism practice. Semi-structured interviews were conducted with the girls, their mothers and a therapeutic member of staff at the school. Findings highlight the unique experiences of secondary school and common challenges including anxiety resulting from sensory issues and inconsistencies in staff understanding of individual need. Implications for practice include ensuring effective sharing of information about individual needs and specialised support for developing social skills, to enable autistic girls to navigate the complexity of female friendships during adolescence.

The purpose of the current review is to provide an overview of research relating to the school experiences of autistic females throughout childhood and adolescence. Web and database searches were conducted between December 2017 and April 2018 to identify studies exploring school experiences of autistic females. Eight studies met the inclusion criteria and the data were analysed using a framework synthesis methodology, where a conceptual framework of general autistic experiences in education was used to map study findings onto. Key themes were identified, highlighting similarities between autistic girls and boys in several areas, including sensory issues and difficulties with peer relationships. Noteworthy differences included contrasting perspectives between staff and parents in relation to the girls' experiences, as well as the greater tendency for girls to mask their difficulties. The implications of these findings are discussed in the context of professional practice and directions for further research.

Recent systematic reviews have found that the participation of adolescents and young people with Autism Spectrum Disorder (ASD) within research is limited despite an increasing international recognition of the importance of incorporating the views of all children and young people on matters that affect their lives. The purpose of this current systematic review was to explore the mechanisms, processes and perceived effectiveness of the methods used to elicit the views of young people with ASD about their educational experiences within qualitative research studies. Databases such as Applied Social Science Index and Abstract, web of knowledge, PsychInfo and web pages were searched for relevant studies between November 2015 and January 2016. Twelve identified studies were then screened using a trialled evaluation checklist and synthesised using the PRISMA guidelines. The current review identified data collection methods that were perceived to be useful in eliciting the views of young people with ASD about their educational experiences. Limitations such as the over-representation of participants who were able to engage in verbal discussion and the lack of detailed description of data collection and evaluation were also identified. Practical and research implications are also discussed.

The diverse needs of pupils with autism spectrum disorder (ASD) have led to a continuum of educational provision being promoted in many countries, and which is often developed at a local level. The majority of children and young people with ASD in the UK attend mainstream schools, and resourced mainstream schools are increasingly part of this continuum of provision. These schools offer additional environmental modifications and adult support over and above that normally provided by mainstream schools. How parents and pupils perceive such provisions has not previously been investigated. The current study was designed to explore the perceptions of parents and pupils in five primary and three secondary resource provision schools in one Local Authority during the pupils' first year at the provisions. A series of interviews took place with 16 parents and 9 pupils during this initial year. Data were analysed using inductive and deductive thematic analysis. Bronfenbrenner's bio-ecosystemic theory was used to conceptualise and organise the complex interactions between home, local education systems, school systems and sub-systems, and their impact on pupil outcomes over time. Findings and implications are discussed in relation to theory and practice.

There is an increasing interest in the role of peers in facilitating the social interaction skills of pupils with autism spectrum disorder through peer-mediated interventions (PMI). Several reviews provide promising evidence for the effectiveness of this approach; however, there has been limited consideration of the range of outcome foci and methods used to evaluate PMI. The purpose of the current review is to provide an overview of methods used to evaluate the impact of PMI and illuminate key examples of innovative practice. Database and web searches were conducted between July and August 2015 to identify PMI studies published between 2000 and 2015. Ten studies met criteria for inclusion. The review found that although measuring the outcome of PMI at the level of target pupils has been a focus, less attention has been given to exploring the experiences of participants; the impact on peers and the extent to which PMI can truly be implemented within an educational context. Implications for future methods of evaluating PMI are discussed.

The majority of children and young people with autism spectrum disorder are educated in mainstream schools. The diverse needs of this group of pupils has led to a continuum of provision being promoted in the UK and other countries, and developed at a local level. This continuum includes mainstream schools with resource provision which can offer enhanced physical and staffing resources beyond those normally provided in mainstream schools. How teaching staff perceive such provisions and their development over time have not previously been investigated. The current study was designed to explore the perceptions of staff working in five primary and three secondary school resource provisions in one local authority throughout the first year of the provisions and at three-year follow-up.Sixty-six interviews with senior teachers, mainstream teachers and resource provision staff took place during the initial year, with 21 three-year follow-up interviews. Data were analysed using inductive and deductive thematic analysis. Data provide tentative support for Bronfenbrenner's bio-ecosystemic theory as a framework for representing the complex interactions within the resource provision schools, between systems and their development over time. Findings and implications are discussed in relation to theory and practice.