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

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.<br><br><br>