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

The retention and completion of pupils with autism in public inclusive primary schools is a challenge in low- and middle-income countries. Despite inclusive education policies that ensure pupils with autism have access to education, evidence on the experiences and outcomes of pupils with autism and their parents in keeping them in school and helping them to reach the primary education completion rate is lacking. The qualitative study focused on the experiences of parents and pupils related to retention and completion of pupils with autism in inclusive public primary schools in Dar es Salaam, Tanzania. The data on 6 parents and 6 pupils with autism were obtained from two inclusive public primary schools. Guided by the Ecological Systems Theory, the study employed a phenomenological approach with in-depth interviews and classroom observations to gather data. The findings showed that retention is more than just having pupils in school; it is also dependent on the pupils feeling that they belong, are safe, are emotionally secure, and are accepted in the school setting. The results indicated an uncertain and fragile completion process, which was shaped by relationships between teacher practices, peer culture, familial support, stigma, and the school environment. The study revealed that retention and completion for pupils with autism is a relational and systemic phenomenon, not linear individual experiences. The study contends with the inclusive education definitions that equate enrolment and physical access with meaningful inclusion, participation, retention and successful completion in inclusive public primary schools.