'Anxiety floods the entire system': A qualitative study exploring teacher perspectives regarding how anxiety impacts autistic pupils with co‐occurring intellectual disabilities.
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| Title: | 'Anxiety floods the entire system': A qualitative study exploring teacher perspectives regarding how anxiety impacts autistic pupils with co‐occurring intellectual disabilities. |
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| Authors: | Giltinan, Katie1 (AUTHOR), Goodall, Craig2 (AUTHOR), Kenny, Neil3 (AUTHOR) neil.kenny@dcu.ie |
| Source: | Journal of Research in Special Educational Needs. Oct2025, Vol. 25 Issue 4, p849-861. 13p. |
| Subject Terms: | *Anxiety, *Autism, *Neurodiversity, *Qualitative research, *Intellectual disabilities, *College teacher attitudes |
| Abstract: | This qualitative study investigates teachers' perspectives on anxiety among autistic learners with intellectual disabilities (ID) in special school settings. Research in this area remains limited, with existing studies often overlooking the distinct ways anxiety manifests and interacts with ID in this population. Semi‐structured interviews with eight teachers explored their views on anxiety presentation, triggers and strategies for support. Reflexive thematic analysis provided nuanced insights into the findings. Teachers highlighted that anxiety often presents through behaviours misinterpreted as core features of autism, complicating identification and response to emotional needs. Environmental factors, including sensory stimuli, routine disruptions and limited spaces for sensory breaks, emerged as significant triggers. Unpredictable staffing and incompatible pupil groupings further exacerbated anxiety, contributing to social withdrawal and self‐regulation challenges. To address these issues, teachers described using proactive strategies, such as transition planning, building trust or low‐arousal environments. They emphasised the need for a whole‐school, collaborative approach, alongside multidisciplinary support. However, teachers often felt overwhelmed due to limited access to external specialists or support. Participants advocated for neurodiversity‐affirming practices focusing on environmental triggers and regulation. The study underscores the importance of increased teacher support, comprehensive planning, and integrating family and community resources to develop consistent anxiety management strategies. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188551863 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188551863 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/1471-3802.70017 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 849 Subjects: – SubjectFull: Anxiety Type: general – SubjectFull: Autism Type: general – SubjectFull: Neurodiversity Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Intellectual disabilities Type: general – SubjectFull: College teacher attitudes Type: general Titles: – TitleFull: 'Anxiety floods the entire system': A qualitative study exploring teacher perspectives regarding how anxiety impacts autistic pupils with co‐occurring intellectual disabilities. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Giltinan, Katie – PersonEntity: Name: NameFull: Goodall, Craig – PersonEntity: Name: NameFull: Kenny, Neil IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14713802 Numbering: – Type: volume Value: 25 – Type: issue Value: 4 Titles: – TitleFull: Journal of Research in Special Educational Needs Type: main |
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