Exploring emotionally based school non-attendance among autistic children and young people in Northern Ireland.

Abstract

This study aimed to explore emotionally based school non-attendance (EBSNA) among autistic children/young people (CYP) in Northern Ireland (NI). The research sought to explore what the facilitators and the barriers to full-time education are for autistic CYP who have either previously experienced EBSNA or are currently experiencing it. Participants consisted of two groups of post-primary autistic CYP (n=11)¬– those who had re-engaged with full-time education following EBSNA and those who had not yet re-engaged with full-time education. Participants also consisted of the CYP’s parents/carers (n=11), and staff who had experience supporting an autistic CYP experiencing EBSNA either at present or in the past (n=8). Purposive sampling was used to recruit participants from the Exceptional Teaching Arrangement service. Semi-structured interviews were conducted with CYP and parent/carer participants, and a focus group was carried out with staff participants. The communication tool ‘Talking Mats’ was used during interviews with the CYP. Data was analysed using Reflexive Thematic Analysis. Key themes constructed relating to the barriers to engagement included: the challenges with navigating a neurotypical world, the impact of internalising factors, how the school meets the CYP’s needs, and the wider system around the CYP. In addition, the challenges when non-attendance becomes embedded was a notable barrier to re-engagement. However, the present study also demonstrated that re-engagement with full-time education was possible, in smaller settings where positive relationships were promoted. Informed by these findings, implications for practice have been outlined.

Thesis is embargoed until 31 December 2026.

Date of Award	Dec 2024
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Department of Education Northern Ireland
Supervisor	Enda Cunningham (Supervisor)