Experiences of Inclusive School Settings for Children and Young People on the Autism Spectrum in the UK: a Systematic Review

Abstract

Abstract Increasing numbers of Children and Young People on the Autism Spectrum (CYP-AS) are attending inclusive education settings in the UK, yet research about the impact on their psychosocial well-being is scarce. This qualitative review examined the experiences of CYP-AS in British inclusive education settings. Systematic data retrieval on nine electronic databases identified 22 papers reporting 19 studies that were eligible for inclusion. A combination of narrative synthesis and critical review described and synthesised studies’ findings and assessed the risk of bias. The findings reinforce the idea that integration into mainstream schools alone is insufficient to support the psychosocial well-being of CYP-AS. Social connectedness and a sense of belonging may be critical factors that improve school experiences for this population.