How autistic young people and the parents/guardians of autistic school-aged children experience school in Ireland

This article explores educational practices in Irish schools and how these practices serve the needs of autistic students. The study aims to highlight the voices of autistic young people and the parents/guardians of autistic school-aged children in order to better understand their experiences of schooling. Adopting a multiple methods approach, the research draws on semi-structured interviews with five autistic young people aged 16 years and over, alongside a qualitative online survey completed by parents/guardians (n = 353). The findings indicate that both groups frequently experienced that their concerns are not being taken seriously, reported significant challenges in accessing supports and described limited communication with schools. Necessary supports were often perceived as discretionary and tentative additional extras, requiring sustained advocacy from families. By focusing on autistic perspectives, this study contributes to the growing body of Irish autism research and offers participant-informed recommendations aimed at addressing the disconnect between inclusive education policy and autistic students’ lived experiences in Irish schools.