What does this research mean for the field?

Autism-specific training, neurodiversity-affirming attitudes, and inclusive school environments significantly predict higher teacher self-efficacy and intentions to implement inclusive practices for autistic pupils. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine how autism-specific training, school environment, professional experience, staff role, and neurodiversity-affirming attitudes jointly influence educators' self-efficacy and intentions toward inclusive practice for autistic pupils.

September 5, 2026AutismOpen Access

Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context

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Authors

ACAnna Cook ABAlice Boddy

Discussion

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Overview

Mixed-methods study reveals that autism training and affirming attitudes drive self-efficacy and inclusive intentions in school staff, highlighting the value of supportive school environments.

Key Points

To examine how autism-specific training, school environment, professional experience, staff role, and neurodiversity-affirming attitudes jointly influence educators' self-efficacy and intentions toward inclusive practice for autistic pupils.
Surveyed 126 staff members across six mainstream secondary schools to assess autism training, school environment, experience, attitudes, personal connections to autism, and staff roles.
Conducted hierarchical multiple regression on adapted self-efficacy and inclusive intention scales, complemented by thematic analysis of open-text responses.
Autism-specific training, perceived quality of the inclusive environment, years of experience, classroom teacher role, and neurodiversity-affirming attitudes significantly predicted higher self-efficacy, explaining 42.1% of the variance.
Neurodiversity-affirming attitudes and autism-specific training emerged as the sole significant predictors of intentions for inclusive practice, accounting for 27.5% of the variance.
Thematic analysis identified classroom strategies such as clear communication, sensory adaptations, and emotional regulation support, while highlighting structural barriers including resource deficits and inconsistent institutional backing.

Cite This Study

Cook et al. (2026) studied this question.

synapsesocial.com/papers/6a9bd3726b95aff0620eab27 https://doi.org/10.1177/13623613261478886

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September 5, 2026AutismOpen Access

Building Teacher Capacity for Inclusive Practice With Autistic Pupils: A Mixed-Methods Study of Self-Efficacy, Training, Attitudes, and School Context

View Full Paper

Ask AI

Bookmark

Authors

ACAnna Cook ABAlice Boddy

Discussion

Member takes

Overview

Mixed-methods study reveals that autism training and affirming attitudes drive self-efficacy and inclusive intentions in school staff, highlighting the value of supportive school environments.

Key Points

To examine how autism-specific training, school environment, professional experience, staff role, and neurodiversity-affirming attitudes jointly influence educators' self-efficacy and intentions toward inclusive practice for autistic pupils.
Surveyed 126 staff members across six mainstream secondary schools to assess autism training, school environment, experience, attitudes, personal connections to autism, and staff roles.
Conducted hierarchical multiple regression on adapted self-efficacy and inclusive intention scales, complemented by thematic analysis of open-text responses.
Autism-specific training, perceived quality of the inclusive environment, years of experience, classroom teacher role, and neurodiversity-affirming attitudes significantly predicted higher self-efficacy, explaining 42.1% of the variance.
Neurodiversity-affirming attitudes and autism-specific training emerged as the sole significant predictors of intentions for inclusive practice, accounting for 27.5% of the variance.
Thematic analysis identified classroom strategies such as clear communication, sensory adaptations, and emotional regulation support, while highlighting structural barriers including resource deficits and inconsistent institutional backing.

Cite This Study

Cook et al. (2026) studied this question.

synapsesocial.com/papers/6a9bd3726b95aff0620eab27 https://doi.org/10.1177/13623613261478886

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