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Facilitators and Barriers for Inclusion of Students with Autism in Mainstream Secondary Education: A Mixed-Method Systematic Review

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Title: Facilitators and Barriers for Inclusion of Students with Autism in Mainstream Secondary Education: A Mixed-Method Systematic Review
Language: English
Authors: Esther Höhle (ORCID 0009-0001-7409-9686), Chris Kuiper (ORCID 0000-0002-6650-6288), Hester Paulusma, Francis Collet, Kirstin Greaves-Lord (ORCID 0000-0001-7229-7139), Peter Prinzie (ORCID 0000-0003-3441-7157)
Source: European Journal of Psychology of Education. 2025 40(3).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Secondary Education
Descriptors: Inclusion, Students with Disabilities, Autism Spectrum Disorders, Secondary School Teachers, Secondary School Students, Teacher Attitudes, Student Attitudes, Affordances, Barriers, Family Influence, Peer Influence, Bullying, Knowledge Level, Teacher Influence, High Stakes Tests, Educational Environment, Facilitators (Individuals)
DOI: 10.1007/s10212-025-00987-x
ISSN: 0256-2928
1878-5174
Abstract: 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482576
Database: ERIC
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  Data: Facilitators and Barriers for Inclusion of Students with Autism in Mainstream Secondary Education: A Mixed-Method Systematic Review
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  Data: <searchLink fieldCode="AR" term="%22Esther+Höhle%22">Esther Höhle</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0001-7409-9686">0009-0001-7409-9686</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chris+Kuiper%22">Chris Kuiper</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6650-6288">0000-0002-6650-6288</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hester+Paulusma%22">Hester Paulusma</searchLink><br /><searchLink fieldCode="AR" term="%22Francis+Collet%22">Francis Collet</searchLink><br /><searchLink fieldCode="AR" term="%22Kirstin+Greaves-Lord%22">Kirstin Greaves-Lord</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7229-7139">0000-0001-7229-7139</externalLink>)<br /><searchLink fieldCode="AR" term="%22Peter+Prinzie%22">Peter Prinzie</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-3441-7157">0000-0003-3441-7157</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2025 40(3).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Affordances%22">Affordances</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Influence%22">Peer Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Influence%22">Teacher Influence</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink>
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  Data: 10.1007/s10212-025-00987-x
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  Data: 0256-2928<br />1878-5174
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  Data: 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.
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        Value: 10.1007/s10212-025-00987-x
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      – Text: English
    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Barriers
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      – SubjectFull: Facilitators (Individuals)
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