Kirsten Lambert (PhD)

Autistic students commonly experience heightened sensory sensitivity in school environments due to the array of sensory inputs present, including noise and movement of people. While the challenges presented by school environments are identified in some literature and recognised anecdotally by teachers, little specific research examines autistic students’ perceptions of their school environments. This study examined autistic students’ perceptions of school environments through qualitative semi-structured photo-elicitation interviews. Five schools were involved in the research, with 11 participants from Years 7-11. Interviews were conducted at each school site in a ‘walk-and-talk’ style where students were asked to show and explain environments they favoured and found comfortable, as well as environments where they felt otherwise. Data were analysed through a thematic analysis. Each autistic student recounted unique school experiences and held a variety of perspectives while also highlighting common environmental challenges and benefits. Noise was the most prominent and challenging sensory aspect of the school environment for participants, which they actively avoided where possible. People were identified both positively and negatively, depending on the context. The presence of trusted friends and staff was viewed positively whereas crowds and the associated noise were viewed negatively.

Built environments were commonly discussed, with students finding certain areas challenging, often due to design. Other quieter areas were preferred, due to the fixtures and fittings provided. Preferred spaces were often described as quiet and private, providing autistic students safety, comfort and solace. Recommendations for schools include the provision and maintenance of easily accessible quiet spaces, policies and practices that promote inclusion based on autistic students’ sensory needs , encouragement of strong relationships between autistic students and trusted friends and staff, providing alternatives to environments where large cohorts of people gather, and listening to autistic student voice by maintaining a regular dialogue with each individual autistic student.