It’s not home. But it is as close to home as school can get” exploring the lived experiences of ‘school belonging’ with autistic adolescents attending a social communication hub: an interpretative phenomenological analysis

Williamson, Emily Nicole (2022). It’s not home. But it is as close to home as school can get” exploring the lived experiences of ‘school belonging’ with autistic adolescents attending a social communication hub: an interpretative phenomenological analysis. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

The conceptualisation of successful and genuine inclusion for secondary-school aged students on the autism spectrum is widely contested in education; and predominantly understood through the unrepresentative lens of non-autistic adults. Autistic students frequently express the same desires to be as included as their neurotypical peers, defining inclusion as feeling a sense of belonging, connection and value (Goodall,
2018a, 2018b). Yet, autistic students continue to be excluded from school at disproportionate rates (DfE, 2016) and some students report feelings of dissatisfaction and extrication (Goodall, 2018a, 20018b; Humphrey & Lewis, 2008, Tobias, 2009). A popular provision in many local authorities is the building of resource hubs. These are specialist bases attached to mainstream schools which are portrayed as providing inclusive experiences with specialist tailored support. Qualitative research into resource bases is extremely limited at present and primarily investigates staff and parental views (bron & Bond, 2017; Bond & Hebron, 2016; Fredrickson et al, 2010). Very little is known about what helps and hinders belonging for pupils accessing this provision from their own perspectives. This research explores the lived experiences of four adolescents (12 – 15 years) who attend a secondary school based social communication hub and their experiences of school belonging within this context. It adopts multimodal participatory approaches (photo-elicitation, drawing, Lego) and semi-structured interviews. Such non-directive methodology has the potential to empower participants to lead the research interview in a structured way, allowing discussions of what the students deem to be of
importance, rather than re-producing adult-centric perspectives. Findings constructed themes of safety, acceptance, accomplishment, understanding and connection as fundamental in promoting a sense of belonging. Practices in place needed to permeate whole school ethos and culture, and could not be restricted to the specialist hub. Students stressed the importance of relationships in fostering these feelings, alongside
the built environment and teaching structures such as appropriate differentiation, and individualisation. Opportunities for meaningful participation were of key importance. Equally, some students did not seek social experiences from their education and would rather these needs be met in other contexts.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):