Exploring the school life experiences of secondary school students on the autism spectrum who are dealing with anxiety, using participant-driven photo-elicitation

Abstract

Anxiety is a common issue for autistic children and young people. Within the school setting in particular, anxiety can interfere with the ability of autistic students to learn and participate. There is a need for research which explores the experiences of autistic students who deal with anxiety within the school environment. Therefore, the present study used participant-driven photo-elicitation (PDPE) to facilitate autistic students, who deal with anxiety, to express their experiences of mainstream secondary school. Students’ experiences were analysed using Interpretative Phenomenological Analysis. In addition, the views of school Special Educational Needs Co-ordinators (SENCos) were sought regarding supporting the anxiety management of autistic students, and Reflexive Thematic Analysis was used to develop themes. Students expressed the ways in which school supports failed or succeeded in terms of meeting their needs. They talked about the coping strategies they used when school supports were not sufficient, and the effect of coping on their energy levels. Teaching style influenced students’ stress and anxiety. While peers in general were viewed by students as potential threats to safety and comfort, friends were an important source of support and security. Nuanced relationships were also present regarding academic achievement, identity, self-esteem and anxiety. From the perspective of SENCos, barriers to anxiety management included stigma, students’ own knowledge of their needs and ability to express this, as well as school system limitations. Individual bespoke support was seen as key. The findings are discussed with reference to the existing literature, before implications for school communities and future research are suggested, followed by the researcher’s own reflections.

Thesis is embargoed until 31 December 2025.

Date of Award	Dec 2023
Original language	English
Awarding Institution	Queen's University Belfast
Supervisor	Hassan Regan (Supervisor) & Stephanie Burns (Supervisor)