Facilitators and barriers for inclusion of students with autism in mainstream secondary education: a mixed-method systematic review

• Esther Höhle ^[1] ; Chris Kuiper ^[2] ; Hester Paulusma ^[3] ; Francis Collet ^[3] ; Kirstin Greaves Lord ^[4] ; Peter Prinzie ^[5]
  1. [1] Rotterdam University of Applied Sciences

     Rotterdam University of Applied Sciences

     Países Bajos

     
  2. [2] Leiden University of Applied Sciences
  3. [3] iHub
  4. [4] Lentis Psychiatric Institute Groningen
  5. [5] Erasmus University

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• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 3, 2025
• Idioma: inglés
• DOI: 10.1007/s10212-025-00987-x
• Texto completo no disponible (Saber más ...)
• Resumen

  • Providing inclusive education for students with autism appeared to be challenging for secondary schools. Few studies examined the perspectives of secondary school teachers and students on the inclusion of students with autism in mainstream secondary schools. To develop a more generalizable understanding of barriers and facilitators, of the inclusion of students with autism in secondary schools as experienced by teachers and students, a mixed-method meta review was performed. This review included 51 studies (four quantitative, 39 qualitative, and eight mixed-method studies), retrieved from PubMed, PsychINFO, and ERIC, examining teacher (n = 12), student (n = 33), or both (n = 6) perspectives. A converted integrated approach was used to analyse the findings. Students and teachers reported support from family and friends, teachers with knowledge about ASD, and safe places at school and integrated specialized care as facilitators. Students and teachers agreed that bullying and the high stakes examination and curriculum were barriers. Students mentioned a caring, involved teacher as facilitator, whereas teachers mentioned ASD knowledge and support from specialized staff as facilitators. These findings suggest that more insight in the relationship of students with autism and their teachers might provide guidelines to enhance inclusion in secondary schools. PROSPERO: CRD42020166702.

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