There is evidence that feeling a sense of belonging supports pupils’ social acceptance and is a protective factor against harmful psychological outcomes. Despite this, limited research has considered autistic girls’ belonging experiences in mainstream schools and what needs to change to facilitate belonging. Personal constructs and lived experiences of school belonging were explored using semi-structured interviews and personalised activities (e.g. drawings and poetry) with 18 autistic adolescents assigned female at birth (AFAB) in mainstream school settings. Participants were involved in the data analysis process as they commented on codes and themes. We generated three main themes from the data. Theme 1) “Wanting to feel seen and heard” focussed on the recognition and validation of the autistic experience and identity, and how understanding of autism informs practice. Theme 2) “Longing to belong” focussed on the young people’s experience of trying to develop relationships with others, their experiences of trying to fit in, and the impact that this had on them. Theme 3) “Sensory build-up results in shutdown” focussed on the overwhelming nature of the sensory environment in school, and the impact that this has on both the learning and social experience. All participants want to be externally valued, heard, and involved in the school community. However, aspects of masking, stigma and sensory experiences limit the girls’ belonging in school. Implications for professionals and future research are discussed along with recommendations. The latter can inform future school mental health policy and practice to create emotionally healthy school environments, in which autistic young people can be their authentic selves and have their best lives.

By Emma Hyner and Krysia Waldock

Background Accounts of emotional dysregulation in autism and attention-deficit/hyperactivity disorder (ADHD) are typically based on external adult observations anchored in neurotypical notions of em.....

Family social class background significantly influences parents’ relationships with schools, yet the intersection of class with disability is often overlooked. ...

Study finds neurodivergent teens face double the emotional burden at school, highlighting need for better mental health support in education.

Study finds neurodivergent teens face double the emotional burden at school, highlighting need for better mental health support in education.

Background Mental health problems are elevated in adolescents with ADHD and/or autism. Emotion regulation deficits (ERD) have been hypothesised as a key driver of such difficulties. The Regulating E.....

Background There is a growing expectation that neurodivergent young people, such as those with diagnoses of attention-deficit/hyperactivity disorder (ADHD) and/or autism, should play a central role ...

RE-STAR Paper Co-Authored by Youth Researcher Panel and UCL PALS’ Dr Georgia Pavlopoulou Wins Prestigious BJPsych Editor’s Choice Award