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Exclusion and Truancy of Autistic Adolescents in a UK Population Representative Sample.

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Title: Exclusion and Truancy of Autistic Adolescents in a UK Population Representative Sample.
Authors: Totsika, Vasiliki (AUTHOR), Gray, Kylie M. (AUTHOR), Solmi, Francesca (AUTHOR)
Source: Child: Care, Health & Development. Nov2025, Vol. 51 Issue 6, p1-8. 8p.
Subjects: Risk assessment, Cross-sectional method, Secondary analysis, Risk-taking behavior, Autism, Schools, Questionnaires, Socioeconomic factors, Logistic regression analysis, Students with disabilities, Families, Parenting, Family roles, Multivariate analysis, Descriptive statistics, Teenagers' conduct of life, Intellectual disabilities, Odds ratio, School discipline, Bullying, Asperger's syndrome, Confidence intervals, Data analysis software, Psychosocial factors, Adolescence
Geographic Terms: United Kingdom
Abstract: Background: Autistic students experience many problems with school attendance. School exclusion and truancy are among the least researched school attendance problems in this population. The study aimed to describe levels of exclusion and truancy in a UK population‐representative sample of autistic adolescents and identify child, family and school factors associated with each school attendance problem. Methods: Data were drawn from the Millennium Cohort Study where exclusion and truancy information was available for 460 autistic 14‐year‐olds. Descriptive statistics were used to report the weighted prevalence of exclusion and truancy. A bio‐ecological framework guided the selection of available child, family and school factors potentially associated with exclusion and truancy for modelling. Univariable and multivariable logistic regression models were fitted to investigate associations. Results: Twenty‐five percent of autistic adolescents were temporarily or permanently excluded at least once. Fifteen percent of autistic adolescents reported truanting at least once. Externalising problems were strongly associated with higher odds of exclusion and truancy. The level of school support was strongly associated with higher odds of exclusion. There was weak evidence of an association between exclusion and low parental school engagement and between truancy and the absence of intellectual impairment. Conclusion: Poor mental health and in particular externalising difficulties seem to be strongly associated with a greater likelihood of parent‐reported exclusion and adolescent‐reported truancy. The role of school support and adaptation to the child's needs warrants further investigation. Summary: High levels of exclusion (25%) and truancy (15%) among autistic 14‐year‐olds in this population‐representative sample highlight the urgent need for support to a vulnerable group of students.Strong evidence of associations with externalising problems (though not internalising) calls for prioritising support and intervention for these students.Future research is needed to investigate how effective school support is in preventing future school exclusion. [ABSTRACT FROM AUTHOR]
Copyright of Child: Care, Health & Development 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: Psychology and Behavioral Sciences Collection
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  Data: Exclusion and Truancy of Autistic Adolescents in a UK Population Representative Sample.
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  Data: <searchLink fieldCode="AR" term="%22Totsika%2C+Vasiliki%22">Totsika, Vasiliki</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gray%2C+Kylie M%2E%22">Gray, Kylie M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Solmi%2C+Francesca%22">Solmi, Francesca</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child%3A+Care%2C+Health+%26+Development%22">Child: Care, Health & Development</searchLink>. Nov2025, Vol. 51 Issue 6, p1-8. 8p.
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  Data: <searchLink fieldCode="DE" term="%22Risk+assessment%22">Risk assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+analysis%22">Secondary analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Risk-taking+behavior%22">Risk-taking behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+factors%22">Socioeconomic factors</searchLink><br /><searchLink fieldCode="DE" term="%22Logistic+regression+analysis%22">Logistic regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Families%22">Families</searchLink><br /><searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink><br /><searchLink fieldCode="DE" term="%22Family+roles%22">Family roles</searchLink><br /><searchLink fieldCode="DE" term="%22Multivariate+analysis%22">Multivariate analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Teenagers'+conduct+of+life%22">Teenagers' conduct of life</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Odds+ratio%22">Odds ratio</searchLink><br /><searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br /><searchLink fieldCode="DE" term="%22Bullying%22">Bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Asperger's+syndrome%22">Asperger's syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Psychosocial+factors%22">Psychosocial factors</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescence%22">Adolescence</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Autistic students experience many problems with school attendance. School exclusion and truancy are among the least researched school attendance problems in this population. The study aimed to describe levels of exclusion and truancy in a UK population‐representative sample of autistic adolescents and identify child, family and school factors associated with each school attendance problem. Methods: Data were drawn from the Millennium Cohort Study where exclusion and truancy information was available for 460 autistic 14‐year‐olds. Descriptive statistics were used to report the weighted prevalence of exclusion and truancy. A bio‐ecological framework guided the selection of available child, family and school factors potentially associated with exclusion and truancy for modelling. Univariable and multivariable logistic regression models were fitted to investigate associations. Results: Twenty‐five percent of autistic adolescents were temporarily or permanently excluded at least once. Fifteen percent of autistic adolescents reported truanting at least once. Externalising problems were strongly associated with higher odds of exclusion and truancy. The level of school support was strongly associated with higher odds of exclusion. There was weak evidence of an association between exclusion and low parental school engagement and between truancy and the absence of intellectual impairment. Conclusion: Poor mental health and in particular externalising difficulties seem to be strongly associated with a greater likelihood of parent‐reported exclusion and adolescent‐reported truancy. The role of school support and adaptation to the child's needs warrants further investigation. Summary: High levels of exclusion (25%) and truancy (15%) among autistic 14‐year‐olds in this population‐representative sample highlight the urgent need for support to a vulnerable group of students.Strong evidence of associations with externalising problems (though not internalising) calls for prioritising support and intervention for these students.Future research is needed to investigate how effective school support is in preventing future school exclusion. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Child: Care, Health & Development 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.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1111/cch.70187
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 8
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    Subjects:
      – SubjectFull: Risk assessment
        Type: general
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: Secondary analysis
        Type: general
      – SubjectFull: Risk-taking behavior
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      – SubjectFull: Autism
        Type: general
      – SubjectFull: Schools
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      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Socioeconomic factors
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      – SubjectFull: Logistic regression analysis
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      – SubjectFull: Students with disabilities
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      – SubjectFull: Families
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      – SubjectFull: Parenting
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      – SubjectFull: Multivariate analysis
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Teenagers' conduct of life
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      – SubjectFull: Intellectual disabilities
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      – SubjectFull: Odds ratio
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      – SubjectFull: School discipline
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      – SubjectFull: Bullying
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      – SubjectFull: Asperger's syndrome
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      – SubjectFull: Confidence intervals
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      – SubjectFull: Data analysis software
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      – SubjectFull: Psychosocial factors
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      – SubjectFull: Adolescence
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      – SubjectFull: United Kingdom
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    Titles:
      – TitleFull: Exclusion and Truancy of Autistic Adolescents in a UK Population Representative Sample.
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              M: 11
              Text: Nov2025
              Type: published
              Y: 2025
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