“I Just Feel Like the Teacher Understood Me, and She Knew What I Needed”: School Experiences of Autistic Students from Diverse Backgrounds

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Qualitative analysis highlights the need for inclusive environments and high teacher expectations for autistic students.

Autistic students reported feeling overwhelmed in educational settings, indicating a need for safe spaces.
Students valued educators who communicated clearly and expressed genuine care, supporting academic and social growth.
Reflexive thematic analysis of interviews revealed frustrations over inequitable school rules and low expectations from teachers.
Building trusting relationships with autistic students is essential for fostering a supportive and inclusive educational environment.

Smith et al. (2025) studied this question.

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