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The Who, How and What of Educational Outcome Research for Autistic Students Published in the Last Decade: A Systematic Quantitative Literature Review

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Title: The Who, How and What of Educational Outcome Research for Autistic Students Published in the Last Decade: A Systematic Quantitative Literature Review
Language: English
Authors: Raechel Smart (ORCID 0000-0001-5446-0588), Dawn Adams, Kate Simpson
Source: British Journal of Educational Psychology. 2026 96(1):286-305.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Educational Research, Outcomes of Education, Autism Spectrum Disorders, Academic Achievement, Discipline, Attendance Patterns, Gender Differences, Racial Differences, Students, Outcome Measures
DOI: 10.1111/bjep.70015
ISSN: 0007-0998
2044-8279
Abstract: Background: Educational outcome research for autistic school students has expanded rapidly over the past decade, reporting variable results. This variability may be partially due to differences in participants and methods. Aims: This review examines a decade of autism-focused quantitative research and identifies who and what educational outcome research has reported on and how outcomes were measured. Methods: Following PRISMA guidelines, ERIC, Scopus, PsycINFO and PubMed were searched with predefined keywords and updated in October 2023. Utilizing systematic quantitative literature review methodology, 112 journal articles, theses and reports published 2012-2023, which quantitatively investigate academic, disciplinary or school attendance outcomes in autistic students were included. Risk of bias was evaluated using the STrengthening the Reporting of OBservational studies in Epidemiology checklist. Descriptive statistics summarized the included research. Results: Included items reported on 226,314 participants. Most (76%) examined academic achievement, with few examining disciplinary or attendance outcomes. Research was largely conducted in North America. Reporting of co-occurring conditions and diverse gender presentations was limited. Ethnicity and socio-economic status were rarely reported. Reporting quality of academic outcome items was higher than that of disciplinary or attendance items. Conclusions: Findings highlight gaps in reporting in literature on educational outcomes of autistic school students, limiting the practical utility of findings for educators and researchers. Future research is required on disciplinary and attendance outcomes. Comprehensive reporting of demographic data, including co-occurring conditions, gender beyond the binary and race and ethnicity are required to support intersectional analysis and improve the utility of findings for autistic and autism communities.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496092
Database: ERIC
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  Data: The Who, How and What of Educational Outcome Research for Autistic Students Published in the Last Decade: A Systematic Quantitative Literature Review
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Psychology%22"><i>British Journal of Educational Psychology</i></searchLink>. 2026 96(1):286-305.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance+Patterns%22">Attendance Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+Measures%22">Outcome Measures</searchLink>
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  Data: 10.1111/bjep.70015
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  Data: 0007-0998<br />2044-8279
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  Data: Background: Educational outcome research for autistic school students has expanded rapidly over the past decade, reporting variable results. This variability may be partially due to differences in participants and methods. Aims: This review examines a decade of autism-focused quantitative research and identifies who and what educational outcome research has reported on and how outcomes were measured. Methods: Following PRISMA guidelines, ERIC, Scopus, PsycINFO and PubMed were searched with predefined keywords and updated in October 2023. Utilizing systematic quantitative literature review methodology, 112 journal articles, theses and reports published 2012-2023, which quantitatively investigate academic, disciplinary or school attendance outcomes in autistic students were included. Risk of bias was evaluated using the STrengthening the Reporting of OBservational studies in Epidemiology checklist. Descriptive statistics summarized the included research. Results: Included items reported on 226,314 participants. Most (76%) examined academic achievement, with few examining disciplinary or attendance outcomes. Research was largely conducted in North America. Reporting of co-occurring conditions and diverse gender presentations was limited. Ethnicity and socio-economic status were rarely reported. Reporting quality of academic outcome items was higher than that of disciplinary or attendance items. Conclusions: Findings highlight gaps in reporting in literature on educational outcomes of autistic school students, limiting the practical utility of findings for educators and researchers. Future research is required on disciplinary and attendance outcomes. Comprehensive reporting of demographic data, including co-occurring conditions, gender beyond the binary and race and ethnicity are required to support intersectional analysis and improve the utility of findings for autistic and autism communities.
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      – SubjectFull: Students
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