{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T10:55:11Z","timestamp":1785322511371,"version":"3.55.0"},"reference-count":63,"publisher":"SAGE Publications","issue":"6","license":[{"start":{"date-parts":[[2023,1,21]],"date-time":"2023-01-21T00:00:00Z","timestamp":1674259200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"name":"Australian Department of Education"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Autism"],"published-print":{"date-parts":[[2023,8]]},"abstract":"<jats:p>Effective parent\u2013teacher partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from diverse backgrounds. Using participatory methods, we conducted semi-structured interviews with 15 Somali mothers of autistic children attending Australian kindergartens\/schools to understand experiences of parent\u2013teacher interactions. We used reflexive thematic analysis to identify key themes. We found that mothers were proud and accepting of their children. They had high expectations, particularly around children\u2019s independence. Mothers wished their children\u2019s differences were understood and supported by other people, including teachers. They were frustrated by low expectations of children, a lack of genuine communication from teachers and limited autism-specific knowledge, skills and experience within schools. They described racist attitudes towards their children and reported that they themselves had experienced stigma. They also had few sources of support to rely upon, although their non-autistic daughters and their faith were important foundations for resilience. Despite all of these challenges, mothers themselves were increasing community awareness and knowledge about autism in the hope that they and their children would be valued by others. Our work has implications for how teachers and schools can foster successful relationships with Somali parents of autistic children.<\/jats:p>\n                  <jats:sec>\n                    <jats:title>Lay abstract<\/jats:title>\n                    <jats:p>Good relationships between parents and schools can improve autistic children\u2019s school success. There are many reasons why families from different cultural backgrounds find it harder to develop good relationships with schools, such as language barriers, discrimination and unfamiliarity with education systems. We know little about what \u2018good relationships\u2019 look like for these families. Here, we worked with a team of autistic and non-autistic researchers as well as an Advisory Group of Somali parents to conduct interviews with 15 Somali mothers of kindergarten and school-age autistic children. We asked mothers about their experiences of their child\u2019s education, communication with teachers and what a good relationship with schools would look like. We also asked how they felt the Somali community understood autism. We looked for common things that mothers said. We found that mothers were very proud of their children. They had high expectations, particularly about what children could do by themselves. Mothers found it frustrating that teachers had low expectations, that schools were not good at communicating with them and that autism-specific skills and experience were uncommon in schools. They also reported racist attitudes towards their children. Mothers experienced stigma and lacked resources, but support was gained from their daughters and their religion. Mothers themselves were proactively increasing community awareness and knowledge about autism in the hope that they and their autistic children would be valued and better supported. Our work has implications for how teachers and schools can work together with Somali parents to forge better futures for autistic children.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/13623613221146077","type":"journal-article","created":{"date-parts":[[2023,1,21]],"date-time":"2023-01-21T04:29:37Z","timestamp":1674275377000},"page":"1777-1789","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":13,"title":["\u2018Somali parents feel like they\u2019re on the outer\u2019: Somali mothers\u2019 experiences of parent\u2013teacher relationships for their autistic children"],"prefix":"10.1177","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3528-0658","authenticated-orcid":false,"given":"Jodie","family":"Smith","sequence":"first","affiliation":[{"name":"Macquarie University, Australia"},{"name":"La Trobe University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Aspasia Stacey","family":"Rabba","sequence":"additional","affiliation":[{"name":"Macquarie University, Australia"},{"name":"La Trobe University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amal","family":"Ali","sequence":"additional","affiliation":[{"name":"Macquarie University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Poulomee","family":"Datta","sequence":"additional","affiliation":[{"name":"Macquarie University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Emma","family":"Dresens","sequence":"additional","affiliation":[{"name":"Positive Partnerships, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nadia","family":"Faragaab","sequence":"additional","affiliation":[{"name":"Macquarie University, Australia"},{"name":"Positive Partnerships, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gabrielle","family":"Hall","sequence":"additional","affiliation":[{"name":"Macquarie University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Melanie","family":"Heyworth","sequence":"additional","affiliation":[{"name":"Macquarie University, Australia"},{"name":"Reframing Autism, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Khadra","family":"Ige","sequence":"additional","affiliation":[{"name":"Macquarie University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Wenn","family":"Lawson","sequence":"additional","affiliation":[{"name":"Macquarie University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6143-8805","authenticated-orcid":false,"given":"Rozanna","family":"Lilley","sequence":"additional","affiliation":[{"name":"Macquarie University, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Najeeba","family":"Syeda","sequence":"additional","affiliation":[{"name":"Positive Partnerships, Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7246-8003","authenticated-orcid":false,"given":"Elizabeth","family":"Pellicano","sequence":"additional","affiliation":[{"name":"Macquarie University, Australia"},{"name":"University College London, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2023,1,21]]},"reference":[{"key":"e_1_3_3_2_1","doi-asserted-by":"crossref","unstructured":"Aabe N. O. Fox F. Rai D. Redwood S. (2019). Inside outside and in-between: The process and impact of co-producing knowledge about autism in a UK Somali community. Health Expectations 22(4) 752\u2013760. https:\/\/doi.org\/http:\/\/10.1111\/hex.12939","DOI":"10.1111\/hex.12939"},{"key":"e_1_3_3_3_1","doi-asserted-by":"crossref","unstructured":"Abdullahi I. Kruger E. Tennant M. (2017). Service access and perceptions for Somali Australian migrants at risk of autism. International Journal of Migration Health and Social Care 13 119\u2013125. https:\/\/doi.org\/http:\/\/10.1108\/IJMHSC-09-2015-0031","DOI":"10.1108\/IJMHSC-09-2015-0031"},{"key":"e_1_3_3_4_1","doi-asserted-by":"crossref","unstructured":"Abdullahi S. B. Wei L. (2021). Living with diversity and change: Intergenerational differences in language and identity in the Somali community in Britain. 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Concerns of parents and teachers of children with autism in elementary school. Autism 20(4) 435\u2013441. https:\/\/doi.org\/http:\/\/10.1177\/1362361315588199","DOI":"10.1177\/1362361315588199"},{"key":"e_1_3_3_8_1","doi-asserted-by":"crossref","unstructured":"Azad G. F. Marcus S. C. Mandell D. S. (2021). Partners in school: Optimizing communication between parents and teachers of children with Autism Spectrum Disorder. Journal of Educational and Psychological Consultation 31(4) 438\u2013462. https:\/\/doi.org\/http:\/\/10.1080\/10474412.2020.1830100","DOI":"10.1080\/10474412.2020.1830100"},{"key":"e_1_3_3_9_1","first-page":"1","article-title":"Unsettling the resettled: An intersectional analysis of autism in the Somali diaspora","volume":"14","author":"Baker D.","year":"2018","unstructured":"Baker D., Kim H. (2018). Unsettling the resettled: An intersectional analysis of autism in the Somali diaspora. 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