Educational professionals' perspectives on hearing protection devices for autistic students

Background Autistic students who are sensitive to auditory stimuli often experience sensory overload in school due to insufficient adaptation to auditory barriers. Hearing protection devices (HPD) may serve as a valuable support by reducing auditory input and facilitating participation in learning activities and overall well-being. This study aims to explore the practices, perceptions, and competence of employees in school and the Educational and Psychological Service regarding the use of HPD for autistic students across different educational settings. Furthermore, the study examines the need for comprehensive guidelines and the implications for strengthening inclusive educational practices. Method Data were collected through a digital questionnaire completed by 608 school professionals and employees of the Educational and Psychological Service, all working with autistic students. Descriptive and inferential statistical analyses were used to examine patterns and predictors of HPD use and related outcome measures. Results HPD are widely used in educational settings, and educational professionals perceive their use as potentially supporting autistic students' participation and well-being across school contexts. The findings also reveal potential barriers, including a lack of standardized routines and practices, as well as variability in awareness and competence related to HPD use among educational professionals. Conclusions This study highlights the considerable potential of HPD to support autistic students in everyday school contexts. However, a gap remains between their perceived benefits and their practical implementation in inclusive educational settings. This discrepancy is likely related to variability in professional competence, as well as the absence of consistent routines and clearly established guidelines.