Considering Student-reported School Belonging of Autistic and Non-autistic Students: Mixed-methods 3-group Comparison

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Research on Students with Disabilities: Race, Inclusion, and Sense of Belonging (Table 11)

Abstract

Research is clear that belonging is important for student academic success and mental well-being, yet little is known about how students with autism perceive belonging at school or how their experiences of belonging compare to their non-autistic peers. Considering the high levels of anxiety, depression, and suicidal ideation experienced by autistic students, understanding their sense of belonging may influence planning for supportive inclusive practices with multiple marginalized communities. This discussion will focus on the purpose and future impact of this study through data, analysis, and findings from a mixed methods dissertation comparing school and peer belonging among three high school student groups: Non-autistic, Autistic in inclusive settings, and Autistic in restrictive settings using an online survey and small focus groups.

Author

• Shannon Locke, University of Missouri