What question did this study set out to answer?

The aim is to explore the experiences of pupils with autism and their parents regarding retention and completion in inclusive schools.

Retention and Completion Pathways of Pupils with Autism in Inclusive Public Primary Schools in Tanzania

View Full Paper

Ask AI

Bookmark

Authors

Qualitative study explores retention and completion challenges for pupils with autism, highlighting influencing factors.

The aim is to explore the experiences of pupils with autism and their parents regarding retention and completion in inclusive schools.
Qualitative study using a phenomenological approach.
In-depth interviews and classroom observations conducted with 6 parents and 6 pupils.
Guided by the Ecological Systems Theory.
Retention depends on feeling of belonging, safety, and emotional security for pupils.
Completion process is uncertain and affected by teacher practices, peer culture, familial support, and stigma.
Retention and completion are relational and systemic, rather than linear individual experiences.

Makarumbe et al. (2026) studied this question.

View Full Paper

Ask AI

Bookmark

View Full Paper

Ask AI

Bookmark

Authors

Qualitative study explores retention and completion challenges for pupils with autism, highlighting influencing factors.

The aim is to explore the experiences of pupils with autism and their parents regarding retention and completion in inclusive schools.
Qualitative study using a phenomenological approach.
In-depth interviews and classroom observations conducted with 6 parents and 6 pupils.
Guided by the Ecological Systems Theory.
Retention depends on feeling of belonging, safety, and emotional security for pupils.
Completion process is uncertain and affected by teacher practices, peer culture, familial support, and stigma.
Retention and completion are relational and systemic, rather than linear individual experiences.

Makarumbe et al. (2026) studied this question.

View Full Paper

Ask AI

Bookmark