{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,22]],"date-time":"2026-10-22T15:59:28Z","timestamp":1792684768746,"version":"4.5.0"},"reference-count":85,"publisher":"SAGE Publications","issue":"5","license":[{"start":{"date-parts":[[2026,3,26]],"date-time":"2026-03-26T00:00:00Z","timestamp":1774483200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2026,3,26]],"date-time":"2026-03-26T00:00:00Z","timestamp":1774483200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Autism"],"published-print":{"date-parts":[[2026,5]]},"abstract":"<jats:p>There is a critical lack of exploration into the firsthand experiences of autistic children in the psychological literature. We sought to address this using baseline data from a wider mixed-methods study. A total of 136 autistic children (mean age\u2009=\u200910.35) completed an online questionnaire. Questions explored children\u2019s understanding of autism, their feelings about being autistic in different contexts and challenges experienced. Quantitative data revealed limited autism knowledge and understanding for some. Challenges included talking about being autistic and self-advocating for needs, especially with non-family members. Children generally recognised both strengths and challenges of being autistic, although concerns about feeling\/being different were widespread, and masking common. Strikingly, although most children felt positive about being autistic at home, significantly fewer felt this to be true when around peers or teachers. Using reflexive thematic analysis, four main themes were developed: (1) overwhelming experiences, (2) unsafe people, (3) sanctuary and (4) autistic identity. Overall, the children felt safest at home with family and\/or with autistic\/neurodivergent\/understanding friends, but most unsafe at school with their teachers and neurotypical peers, where victimisation was rife. These findings offer valuable insights into the lives of autistic children, and demand we explore how places of education can be transformed into safe spaces for autistic children.<\/jats:p>\n                  <jats:sec>\n                    <jats:title>Lay abstract<\/jats:title>\n                    <jats:p>Autistic children are rarely asked directly about their own experiences. In this study, 136 autistic children (ages 8\u201314) shared their views through an online questionnaire. They were asked what being autistic means to them, how they feel about it and what challenges they face in different environments. Many said they knew little about autism, and most did not have the words to talk about being autistic or feel safe doing so. Talking was especially difficult outside the family; while over 60% felt comfortable with family, only 16.5% felt this way with other people. Children also told us how overwhelming everyday life can be. Noisy, crowded or unpredictable environments often caused distress or shutdown. Many described how strong emotions, especially anxiety, build up in these moments. Some lost the ability to speak, and tasks like decision-making or emotional regulation became especially hard and exhausting. School was often named as a major source of overwhelm. Children showed deep insight into the people around them. They were highly attuned to whether others, for example, friends, family, teachers or professionals, felt safe or unsafe. Feeling unsafe often meant being misunderstood, ignored or bullied. School peers were commonly described as sources of victimisation, and teachers as making children feel unsafe by not listening or misunderstanding their needs. When children did not trust those around them, they masked their autistic traits to avoid judgement. This came at a cost: many described exhaustion, loneliness or feeling like they had to hide who they really are. By contrast, home and trusted relationships, especially with neurodivergent family or friends, offered sanctuary. Children felt freer to be themselves, ask for what they need and talk about autism. Emergent positive autistic identities were evident in some children. These findings show autistic children are thoughtful, perceptive and deeply affected by their environments while simultaneously shining a bright light on the challenges growing up autistic in a neurotypical world. Their voices offer vital insights and a call to make schools and services safer, more respectful spaces.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/13623613261427795","type":"journal-article","created":{"date-parts":[[2026,3,27]],"date-time":"2026-03-27T06:51:07Z","timestamp":1774594267000},"page":"1222-1241","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":1,"title":["Growing-up autistic: Sharing autistic children\u2019s experiences and insights"],"prefix":"10.1177","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4234-3445","authenticated-orcid":false,"given":"Sin\u00e9ad L","family":"Mullally","sequence":"first","affiliation":[{"name":"Newcastle University, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alice E","family":"Wood","sequence":"additional","affiliation":[{"name":"Newcastle University, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Cherice C","family":"Edwards","sequence":"additional","affiliation":[{"name":"Newcastle University, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0002-2991-874X","authenticated-orcid":false,"given":"Sophie E","family":"Connolly","sequence":"additional","affiliation":[{"name":"Newcastle University, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Hannah","family":"Constable","sequence":"additional","affiliation":[{"name":"Newcastle University, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2558-3367","authenticated-orcid":false,"given":"Stuart","family":"Watson","sequence":"additional","affiliation":[{"name":"Newcastle University, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jacqui","family":"Rodgers","sequence":"additional","affiliation":[{"name":"Newcastle University, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kieran","family":"Rose","sequence":"additional","affiliation":[{"name":"The Autistic Advocate, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Nic","family":"King","sequence":"additional","affiliation":[{"name":"PANDAS Online, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,3,26]]},"reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"crossref","unstructured":"Baker J. A. Grant S. Morlock L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly 23(1) 3. https:\/\/doi.org\/10.1037\/1045-3830.23.1.3","DOI":"10.1037\/1045-3830.23.1.3"},{"key":"e_1_3_2_3_1","doi-asserted-by":"crossref","unstructured":"Bauminger N. Kasari C. (2000). Loneliness and friendship in high-functioning children with autism. Child Development 71(2) 447\u2013456. https:\/\/doi.org\/10.1111\/1467-8624.00156","DOI":"10.1111\/1467-8624.00156"},{"key":"e_1_3_2_4_1","doi-asserted-by":"crossref","unstructured":"Berkovits L. D. Moody C. T. Blacher J. (2020). \u2018I don\u2019t feel different. But then again I wouldn\u2019t know what it feels like to be normal\u2019: Perspectives of adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders 50(3) 831\u2013843. https:\/\/doi.org\/10.1007\/s10803-019-04309-1","DOI":"10.1007\/s10803-019-04309-1"},{"key":"e_1_3_2_5_1","doi-asserted-by":"crossref","unstructured":"Billington J. Loucas T. Knott F. (2024). \u2018I liked school but school didn\u2019t like me\u2019: Autistic young adults\u2019 reflections on their mainstream primary school experiences. Neurodiversity 2. https:\/\/doi.org\/10.1177\/27546330241310174","DOI":"10.1177\/27546330241310174"},{"key":"e_1_3_2_6_1","doi-asserted-by":"crossref","unstructured":"Blacher J. Howell E. Lauderdale-Littin S. Reed F. D. D. Laugeson E. A. (2014). Autism spectrum disorder and the student teacher relationship: A comparison study with peers with intellectual disability and typical development. Research in Autism Spectrum Disorders 8(3) 324\u2013333. https:\/\/doi.org\/10.1016\/j.rasd.2013.12.008","DOI":"10.1016\/j.rasd.2013.12.008"},{"key":"e_1_3_2_7_1","doi-asserted-by":"crossref","unstructured":"Botha M. Cage E. (2022). \u2018Autism research is in crisis\u2019: A mixed method study of researcher\u2019s constructions of autistic people and autism research. Frontiers in Psychology 13 Article 1050897. https:\/\/doi.org\/10.3389\/fpsyg.2022.1050897","DOI":"10.3389\/fpsyg.2022.1050897"},{"key":"e_1_3_2_8_1","doi-asserted-by":"crossref","unstructured":"Botha M. Dibb B. Frost D. M. (2020). \u2018Autism is me\u2019: An investigation of how autistic individuals make sense of autism and stigma. Disability & Society 37(3) 427\u2013453. https:\/\/doi.org\/10.1080\/09687599.2020.1822782","DOI":"10.1080\/09687599.2020.1822782"},{"key":"e_1_3_2_9_1","doi-asserted-by":"crossref","unstructured":"Botha M. Dibb B. Frost D. M. (2022). \u2018It\u2019s being a part of a grand tradition a grand counter-culture which involves communities\u2019: A qualitative investigation of autistic community connectedness. Autism 26(8) 2151\u20132164. https:\/\/doi.org\/10.1177\/13623613221080248","DOI":"10.1177\/13623613221080248"},{"key":"e_1_3_2_10_1","doi-asserted-by":"crossref","unstructured":"Braun V. Clarke V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3(2) 77\u2013101. https:\/\/doi.org\/10.1191\/1478088706qp063oa","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_3_2_11_1","volume-title":"Thematic analysis: A practical guide","author":"Braun V.","year":"2021","unstructured":"Braun V., Clarke V. (2021). Thematic analysis: A practical guide. Sage."},{"key":"e_1_3_2_12_1","doi-asserted-by":"crossref","unstructured":"Brosnan M. Ashwin C. (2023). Thinking fast and slow on the autism spectrum. Autism 27(5) 1245\u20131255. https:\/\/doi.org\/10.1177\/13623613221132437","DOI":"10.1177\/13623613221132437"},{"key":"e_1_3_2_13_1","doi-asserted-by":"crossref","unstructured":"Brosnan M. Chapman E. Ashwin C. (2014). Adolescents with autism spectrum disorder show a circumspect reasoning bias rather than \u2018jumping-to-conclusions\u2019. Journal of Autism and Developmental Disorders 44 513\u2013520. https:\/\/doi.org\/10.1007\/s10803-013-1897-5","DOI":"10.1007\/s10803-013-1897-5"},{"key":"e_1_3_2_14_1","doi-asserted-by":"crossref","unstructured":"Caplan B. Feldman M. Eisenhower A. Blacher J. (2016). Student\u2013teacher relationships for young children with autism spectrum disorder: Risk and protective factors. Journal of Autism and Developmental Disorders 46(12) 3653\u20133666. https:\/\/doi.org\/10.1007\/s10803-016-2915-1","DOI":"10.1007\/s10803-016-2915-1"},{"issue":"8","key":"e_1_3_2_15_1","first-page":"76","article-title":"A conversation with Ivar Lovaas about self-mutilating children and how their parents make it worse","volume":"7","author":"Chance P.","year":"1974","unstructured":"Chance P. (1974). A conversation with Ivar Lovaas about self-mutilating children and how their parents make it worse. Psychology Today, 7(8), 76\u201380.","journal-title":"Psychology Today"},{"key":"e_1_3_2_16_1","doi-asserted-by":"crossref","unstructured":"Chapman R. (2019). Neurodiversity theory and its discontents: Autism schizophrenia and the social model of disability. In Tekin \u015e. Bluhm R. (Eds.) The Bloomsbury companion to philosophy of psychiatry (pp. 371\u2013390). Bloomsbury Academic. https:\/\/doi.org\/10.5040\/9781350024090.ch-018","DOI":"10.5040\/9781350024090.ch-018"},{"key":"e_1_3_2_17_1","doi-asserted-by":"crossref","unstructured":"Chown N. Robinson J. Beardon L. Downing J. Hughes L. Leatherland J. Fox K. Hickman L. MacGregor D. (2017). Improving research about us with us: A draft framework for inclusive autism research. Disability & Society 32(5) 720\u2013734. https:\/\/doi.org\/10.1080\/09687599.2017.1320273","DOI":"10.1080\/09687599.2017.1320273"},{"key":"e_1_3_2_18_1","unstructured":"Chung W. Chung S. Edgar-Smith S. Palmer R. B. DeLambo D. Huang W. (2015). An examination of in-service teacher attitudes toward students with autism spectrum disorder: Implications for professional practice. Current Issues in Education 18(2). https:\/\/cie.asu.edu\/ojs\/index.php\/cieatasu\/article\/view\/1386"},{"key":"e_1_3_2_19_1","doi-asserted-by":"crossref","unstructured":"Cohen S. Joseph K. Levinson S. Blacher J. Eisenhower A. (2022). \u2018My autism is my own\u2019: Autistic identity and intersectionality in the school context. Autism Adulthood 4(4) 315\u2013327. https:\/\/doi.org\/10.1089\/aut.2021.0087","DOI":"10.1089\/aut.2021.0087"},{"key":"e_1_3_2_20_1","doi-asserted-by":"crossref","unstructured":"Connolly S. E. Constable H. L. Mullally S. L. (2023). School distress and the school attendance crisis: A story dominated by neurodivergence and unmet need. Frontiers in Psychiatry 14 Article 1237052. https:\/\/doi.org\/10.3389\/fpsyt.2023.1237052","DOI":"10.3389\/fpsyt.2023.1237052"},{"key":"e_1_3_2_21_1","doi-asserted-by":"crossref","unstructured":"Cooper K. Russell A. J. Lei J. Smith L. G. (2023). The impact of a positive autism identity and autistic community solidarity on social anxiety and mental health in autistic young people. Autism 27(3) 848\u2013857. https:\/\/doi.org\/10.1177\/13623613221118351","DOI":"10.1177\/13623613221118351"},{"key":"e_1_3_2_22_1","doi-asserted-by":"crossref","unstructured":"Cooper K. Smith L. G. Russell A. (2017). Social identity self-esteem and mental health in autism. European Journal of Social Psychology 47(7) 844\u2013854. https:\/\/doi.org\/10.1002\/ejsp.2297","DOI":"10.1002\/ejsp.2297"},{"key":"e_1_3_2_23_1","doi-asserted-by":"crossref","unstructured":"Crane L. Lui L. M. Davies J. Pellicano E. (2021). Autistic parents\u2019 views and experiences of talking about autism with their autistic children. Autism 25(4) 1161\u20131167. https:\/\/doi.org\/10.1177\/1362361320981317","DOI":"10.1177\/1362361320981317"},{"key":"e_1_3_2_24_1","doi-asserted-by":"crossref","unstructured":"Crompton C. J. Fotheringham F. Cebula K. Webber C. Foley S. Fletcher-Watson S. (2024). Neurodivergent-designed and neurodivergent-led peer support in school: A feasibility and acceptability study of the neurodivergent peer support toolkit (NEST). Neurodiversity 2 27546330241275248. https:\/\/doi.org\/10.1177\/2754633024127524","DOI":"10.1177\/27546330241275248"},{"key":"e_1_3_2_25_1","doi-asserted-by":"crossref","unstructured":"Crompton C. J. Hallett S. Axbey H. McAuliffe C. Cebula K. (2023). \u2018Someone like-minded in a big place\u2019: Autistic young adults\u2019 attitudes towards autistic peer support in mainstream education. Autism 27(1) 76\u201391. https:\/\/doi.org\/10.1177\/13623613221081189","DOI":"10.1177\/13623613221081189"},{"key":"e_1_3_2_26_1","doi-asserted-by":"crossref","unstructured":"Crompton C. J. Hallett S. Ropar D. Flynn E. Fletcher-Watson S. (2020). \u2018I never realised everybody felt as happy as I do when I am around autistic people\u2019: A thematic analysis of autistic adults\u2019 relationships with autistic and neurotypical friends and family. Autism 24(6) 1438\u20131448. https:\/\/doi.org\/10.1177\/1362361320908976","DOI":"10.1177\/1362361320908976"},{"key":"e_1_3_2_27_1","doi-asserted-by":"crossref","unstructured":"Cummins C. Pellicano E. Crane L. (2020). Autistic adults\u2019 views of their communication skills and needs. International Journal of Language & Communication Disorders 55(5) 678\u2013689. https:\/\/doi.org\/10.1111\/1460-6984.12552","DOI":"10.1111\/1460-6984.12552"},{"key":"e_1_3_2_28_1","doi-asserted-by":"crossref","unstructured":"Davidson J. Henderson V. L. (2010). \u2018Coming out\u2019 on the spectrum: Autism identity and disclosure. Social & Cultural Geography 11(2) 155\u2013170. https:\/\/doi.org\/10.1080\/14649360903525240","DOI":"10.1080\/14649360903525240"},{"key":"e_1_3_2_29_1","doi-asserted-by":"crossref","unstructured":"Davies J. Cooper K. Killick E. Sam E. Healy M. Thompson G. Mandy W. Redmayne B. Crane L. (2024). Autistic identity: A systematic review of quantitative research. Autism Research 17(5) 874\u2013897. https:\/\/doi.org\/10.1002\/aur.3105","DOI":"10.1002\/aur.3105"},{"key":"e_1_3_2_30_1","doi-asserted-by":"crossref","unstructured":"DePape A.-M. Lindsay S. (2016). Lived experiences from the perspective of individuals with autism spectrum disorder: A qualitative meta-synthesis. Focus on Autism and Other Developmental Disabilities 31(1) 60\u201371. https:\/\/doi.org\/10.1177\/1088357615587504","DOI":"10.1177\/1088357615587504"},{"key":"e_1_3_2_31_1","doi-asserted-by":"crossref","unstructured":"Eisenhower A. S. Blacher J. Bush H. H. (2015). Longitudinal associations between externalizing problems and student\u2013teacher relationship quality for young children with ASD. Research in Autism Spectrum Disorders 9 163\u2013173. https:\/\/doi.org\/10.1016\/j.rasd.2014.09.007","DOI":"10.1016\/j.rasd.2014.09.007"},{"key":"e_1_3_2_32_1","doi-asserted-by":"crossref","unstructured":"Evans J. A. Krumrei-Mancuso E. J. Rouse S. V. (2024). What you are hiding could be hurting you: Autistic masking in relation to mental health interpersonal trauma authenticity and self-esteem. Autism in Adulthood 6(2) 229\u2013240. https:\/\/doi.org\/10.1089\/aut.2022.0115","DOI":"10.1089\/aut.2022.0115"},{"key":"e_1_3_2_33_1","doi-asserted-by":"crossref","unstructured":"Fielding C. Streeter A. Riby D. M. Hanley M. (2025). Neurodivergent pupils\u2019 experiences of school distress and attendance difficulties. Neurodiversity 3 27546330251327056. https:\/\/doi.org\/10.1177\/27546330251327056","DOI":"10.1177\/27546330251327056"},{"key":"e_1_3_2_34_1","doi-asserted-by":"publisher","DOI":"10.1177\/27546330251353565"},{"key":"e_1_3_2_35_1","doi-asserted-by":"publisher","DOI":"10.1177\/27546330251385325"},{"key":"e_1_3_2_36_1","doi-asserted-by":"crossref","unstructured":"Fletcher A. J. (2017). Applying critical realism in qualitative research: Methodology meets method. International Journal of Social Research Methodology 20(2) 181\u2013194. https:\/\/doi.org\/10.1080\/13645579.2016.1144401","DOI":"10.1080\/13645579.2016.1144401"},{"key":"e_1_3_2_37_1","doi-asserted-by":"crossref","unstructured":"Foster S. Ackerman R. A. Wilks C. Dodd M. Calderon R. M. Ropar D. Fletcher-Watson S. Crompton C. J. Sasson N. (2025). Rapport in same and mixed neurotype groups of autistic and non-autistic adults. Autism 29(7) 1700\u20131710. https:\/\/doi.org\/10.1177\/13623613251320444","DOI":"10.1177\/13623613251320444"},{"key":"e_1_3_2_38_1","doi-asserted-by":"crossref","unstructured":"Fowler L. T. S. Banks T. I. Anhalt K. Der H. H. Kalis T. (2008). The association between externalizing behavior problems teacher-student relationship quality and academic performance in young urban learners. Behavioral Disorders 33(3) 167\u2013183. https:\/\/doi.org\/10.1177\/0198742908033003","DOI":"10.1177\/019874290803300304"},{"key":"e_1_3_2_39_1","doi-asserted-by":"crossref","unstructured":"Frith U. Happ\u00e9 F. (1999). Theory of mind and self-consciousness: What is it like to be autistic? Mind & Language 14(1) 82\u201389. https:\/\/doi.org\/10.1111\/1468-0017.00100","DOI":"10.1111\/1468-0017.00100"},{"key":"e_1_3_2_40_1","doi-asserted-by":"crossref","unstructured":"Gernsbacher M. A. Yergeau M. (2019). Empirical failures of the claim that autistic people lack a theory of mind. Archives of Scientific Psychology 7(1) 102\u2013118. https:\/\/doi.org\/10.1037\/arc0000067","DOI":"10.1037\/arc0000067"},{"key":"e_1_3_2_41_1","volume-title":"The compassionate mind","author":"Gilbert P.","year":"2009","unstructured":"Gilbert P. (2009). The compassionate mind. Robinson."},{"key":"e_1_3_2_42_1","doi-asserted-by":"crossref","unstructured":"Gillespie-Lynch K. Kapp S. K. Brooks P. J. Pickens J. Schwartzman B. (2017). Whose expertise is it? Evidence for autistic adults as critical autism experts. Frontiers in Psychology 8 Article 438. https:\/\/doi.org\/10.3389\/fpsyg.2017.00438","DOI":"10.3389\/fpsyg.2017.00438"},{"key":"e_1_3_2_43_1","doi-asserted-by":"crossref","unstructured":"Gray S. M. McMorris C. A. Mudry T. E. McCrimmon A. W. (2024). An exploration of diagnostic identity for autistic individuals: A systematic review of existing literature. Research in Autism Spectrum Disorders 114 102394. https:\/\/doi.org\/10.1016\/j.rasd.2024.102394","DOI":"10.1016\/j.rasd.2024.102394"},{"key":"e_1_3_2_44_1","doi-asserted-by":"crossref","unstructured":"Hamilton L. G. Petty S. (2023). Compassionate pedagogy for neurodiversity in higher education: A conceptual analysis. Frontiers in psychology 14 1093290. https:\/\/doi.org\/10.3389\/fpsyg.2023.1093290","DOI":"10.3389\/fpsyg.2023.1093290"},{"key":"e_1_3_2_45_1","doi-asserted-by":"crossref","unstructured":"Han E. Scior K. Avramides K. Crane L. (2022). A systematic review on autistic people\u2019s experiences of stigma and coping strategies. Autism Research 15(1) 12\u201326. https:\/\/doi.org\/10.1002\/aur.2652","DOI":"10.1002\/aur.2652"},{"key":"e_1_3_2_46_1","doi-asserted-by":"crossref","unstructured":"Heyworth M. Brett S. Houting J. d Magiati I. Steward R. Urbanowicz A. Stears M. Pellicano E. (2021). \u2018It just fits my needs better\u2019: Autistic students and parents\u2019 experiences of learning from home during the early phase of the COVID-19 pandemic. Autism & Developmental Language Impairments 6 23969415211057681. https:\/\/doi.org\/10.1177\/23969415211057681","DOI":"10.1177\/23969415211057681"},{"key":"e_1_3_2_47_1","doi-asserted-by":"crossref","unstructured":"Holt A. Bounekhla K. Welch C. Polatajko H. (2022). \u2018Unheard minds again and again\u2019: Autistic insider perspectives and theory of mind. Disability and Rehabilitation 44(20) 5887\u20135897. https:\/\/doi.org\/10.1080\/09638288.2021.1949052","DOI":"10.1080\/09638288.2021.1949052"},{"key":"e_1_3_2_48_1","doi-asserted-by":"crossref","unstructured":"Horgan F. Kenny N. Flynn P. (2023). A systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools. Autism 27(2) 526\u2013538. https:\/\/doi.org\/10.1177\/13623613221105089","DOI":"10.1177\/13623613221105089"},{"key":"e_1_3_2_49_1","doi-asserted-by":"crossref","unstructured":"Humphrey N. Lewis S. (2008). \u2018Make me normal\u2019: The views and experiences of pupils on the autistic spectrum in mainstream secondary schools. Autism 12(1) 23\u201346. https:\/\/doi.org\/10.1177\/1362361307085267","DOI":"10.1177\/1362361307085267"},{"key":"e_1_3_2_50_1","doi-asserted-by":"crossref","unstructured":"Jones E. K. Hanley M. Riby D. M. (2020). Distraction distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders. Research in Autism Spectrum Disorders 72 101515. https:\/\/doi.org\/10.1016\/j.rasd.2020.101515","DOI":"10.1016\/j.rasd.2020.101515"},{"key":"e_1_3_2_51_1","doi-asserted-by":"crossref","unstructured":"Jones J. L. Gallus K. L. Viering K. L. Oseland L. M. (2015). \u2018Are you by chance on the spectrum?\u2019 Adolescents with autism spectrum disorder making sense of their diagnoses. Disability & Society 30(10) 1490\u20131504. https:\/\/doi.org\/10.1080\/09687599.2015.1108902","DOI":"10.1080\/09687599.2015.1108902"},{"key":"e_1_3_2_52_1","doi-asserted-by":"crossref","unstructured":"Kenny L. Hattersley C. Molins B. Buckley C. Povey C. Pellicano E. (2016). Which terms should be used to describe autism? Perspectives from the UK autism community. Autism 20(4) 442\u2013462. https:\/\/doi.org\/10.1177\/1362361315588200","DOI":"10.1177\/1362361315588200"},{"key":"e_1_3_2_53_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.beth.2017.06.003"},{"key":"e_1_3_2_54_1","doi-asserted-by":"crossref","unstructured":"Leadbitter K. Buckle K. L. Ellis C. Dekker M. (2021). Autistic self-advocacy and the neurodiversity movement: Implications for autism early intervention research and practice. Frontiers in Psychology 12 Article 635690. https:\/\/doi.org\/10.3389\/fpsyg.2021.635690","DOI":"10.3389\/fpsyg.2021.635690"},{"key":"e_1_3_2_55_1","doi-asserted-by":"crossref","unstructured":"Lisboa White L. Tecwyn E. C. Petty S. (2024). Experiences of loneliness and connection for autistic young people: A systematic review. Review Journal of Autism and Developmental Disorders 1\u201315. https:\/\/doi.org\/10.1007\/s40489-024-00487-6","DOI":"10.1007\/s40489-024-00487-6"},{"key":"e_1_3_2_56_1","doi-asserted-by":"crossref","unstructured":"Longobardi C. Prino L. E. Pasta T. Gastaldi F. Quaglia R. (2012). Measuring the quality of teacher-child interaction in autistic disorder. European Journal of Investigation in Health Psychology and Education 2(3) 103\u2013114. https:\/\/doi.org\/10.3390\/ejihpe2030009","DOI":"10.3390\/ejihpe2030009"},{"key":"e_1_3_2_57_1","doi-asserted-by":"crossref","unstructured":"Losh A. Bolourian Y. Rodriguez G. Eisenhower A. Blacher J. (2022). Early student-teacher relationships and autism: Student perspectives and teacher concordance. Journal of Applied Developmental Psychology 79 101394. https:\/\/doi.org\/10.1016\/j.appdev.2022.101394","DOI":"10.1016\/j.appdev.2022.101394"},{"key":"e_1_3_2_58_1","doi-asserted-by":"crossref","unstructured":"Luke L. Clare I. C. Ring H. Redley M. Watson P. (2012). Decision-making difficulties experienced by adults with autism spectrum conditions. Autism 16(6) 612\u2013621. https:\/\/doi.org\/10.1177\/1362361311415","DOI":"10.1177\/1362361311415876"},{"key":"e_1_3_2_59_1","doi-asserted-by":"crossref","unstructured":"Lynam A. Sweeney M. R. Keenan L. McNally S. (2024). Autistic pupils\u2019 experiences in primary and post-primary schools: A scoping review and consultation with autistic pupils in Ireland. Autism & Developmental Language Impairments 9 23969415241258705. https:\/\/doi.org\/10.1177\/239694152412587","DOI":"10.1177\/23969415241258705"},{"key":"e_1_3_2_60_1","doi-asserted-by":"crossref","unstructured":"McGregor C. von dem Hagen E. Wallbridge C. Dobbs J. Svenson-Tree C. Jones C. R. (2025). Supporting autistic children\u2019s participation in research studies: A mixed-methods study of familiarizing autistic children with a humanoid robot. Autism & Developmental Language Impairments 10 23969415251332486. https:\/\/doi.org\/10.1177\/23969415251332486","DOI":"10.1177\/23969415251332486"},{"key":"e_1_3_2_61_1","doi-asserted-by":"crossref","unstructured":"Mesa S. Hamilton L. G. (2022). \u2018We are different that\u2019s a fact but they treat us like we\u2019re different-er\u2019: Understandings of autism and adolescent identity development. Advances in Autism 8(3) 217\u2013231. https:\/\/doi.org\/10.1108\/AIA-12-2020-0071","DOI":"10.1108\/AIA-12-2020-0071"},{"key":"e_1_3_2_62_1","doi-asserted-by":"publisher","DOI":"10.1089\/aut.2020.0083"},{"issue":"2","key":"e_1_3_2_63_1","first-page":"61","article-title":"Autistics speak but are they heard","volume":"7","author":"Milton D.","year":"2013","unstructured":"Milton D., Bracher M. (2013). Autistics speak but are they heard. Medical Sociology Online, 7(2), 61\u201369.","journal-title":"Medical Sociology Online"},{"issue":"1","key":"e_1_3_2_64_1","article-title":"The normalisation agenda and the psycho-emotional disablement of autistic people","volume":"1","author":"Milton D.","year":"2012","unstructured":"Milton D., Moon L. (2012). The normalisation agenda and the psycho-emotional disablement of autistic people. Autonomy, the Critical Journal of Interdisciplinary Autism Studies, 1(1).","journal-title":"Autonomy, the Critical Journal of Interdisciplinary Autism Studies"},{"key":"e_1_3_2_65_1","doi-asserted-by":"crossref","unstructured":"Milton D. E. M. (2012). On the ontological status of autism: The \u2018double empathy problem\u2019. Disability & Society 27(6) 883\u2013887. https:\/\/doi.org\/10.1080\/09687599.2012.710008","DOI":"10.1080\/09687599.2012.710008"},{"key":"e_1_3_2_66_1","doi-asserted-by":"crossref","unstructured":"Milton D. E. M. (2014). Autistic expertise: A critical reflection on the production of knowledge in autism studies. Autism 18(7) 794\u2013802. https:\/\/doi.org\/10.1177\/1362361314525281","DOI":"10.1177\/1362361314525281"},{"key":"e_1_3_2_67_1","doi-asserted-by":"crossref","unstructured":"Mogensen L. Mason J. (2015). The meaning of a label for teenagers negotiating identity: Experiences with autism spectrum disorder. Children Health and Well-being: Policy Debates and Lived Experience 37 83\u201397. https:\/\/doi.org\/10.1002\/9781119069522.CH7","DOI":"10.1002\/9781119069522.ch7"},{"key":"e_1_3_2_68_1","volume-title":"The English indices of deprivation 2019","author":"Noble S.","year":"2019","unstructured":"Noble S., McLennan D., Noble M., Plunkett E., Gutacker N., Silk M., Wright G. (2019). The English indices of deprivation 2019. Ministry of Housing, Communities and Local Government."},{"key":"e_1_3_2_69_1","doi-asserted-by":"crossref","unstructured":"Oredipe T. Kofner B. Riccio A. Cage E. Vincent J. Kapp S. K. Dwyer P. Gillespie-Lynch K. (2023). Does learning you are autistic at a younger age lead to better adult outcomes? A participatory exploration of the perspectives of autistic university students. Autism 27(1) 200\u2013212. https:\/\/doi.org\/10.1177\/13623613221086700","DOI":"10.1177\/13623613221086700"},{"key":"e_1_3_2_70_1","doi-asserted-by":"crossref","unstructured":"Pellicano E. Dinsmore A. Charman T. (2014). What should autism research focus upon? Community views and priorities from the United Kingdom. Autism 18(7) 756\u2013770. https:\/\/doi.org\/10.1177\/1362361314529627","DOI":"10.1177\/1362361314529627"},{"key":"e_1_3_2_71_1","doi-asserted-by":"crossref","unstructured":"Petty S. Clegg V. (2025). Expanded descriptions of autistic repetitive behaviours: A Constructivist Grounded Theory review exploring the perspectives of autistic young people and other stakeholders. Review Journal of Autism and Developmental Disorders 1\u201317. https:\/\/doi.org\/10.1007\/s40489-025-00505-1","DOI":"10.1007\/s40489-025-00505-1"},{"key":"e_1_3_2_72_1","doi-asserted-by":"crossref","unstructured":"Phung J. Penner M. Pirlot C. Welch C. (2021). What I wish you knew: Insights on burnout inertia meltdown and shutdown from autistic youth. Frontiers in Psychology 12 Article 741421. https:\/\/doi.org\/10.3389\/fpsyg.2021.741421","DOI":"10.3389\/fpsyg.2021.741421"},{"key":"e_1_3_2_73_1","volume-title":"Songs of the gorilla nation: My journey through autism","author":"Prince-Hughes D.","year":"2005","unstructured":"Prince-Hughes D. (2005). Songs of the gorilla nation: My journey through autism. Crown."},{"key":"e_1_3_2_74_1","doi-asserted-by":"crossref","unstructured":"Raymaker D. M. Teo A. R. Steckler N. A. Lentz B. Scharer M. Delos Santos A. Kapp S. K. Hunter M. Joyce A. Nicolaidis C. (2020). \u2018Having all of your internal resources exhausted beyond measure and being left with no clean-up crew\u2019: Defining autistic burnout. Autism Adulthood 2(2) 132\u2013143. https:\/\/doi.org\/10.1089\/aut.2019.0079","DOI":"10.1089\/aut.2019.0079"},{"key":"e_1_3_2_75_1","unstructured":"Rose K. (2020 February 29). Regarding the use of dehumanising rhetoric. The Autistic Advocate. https:\/\/theautisticadvocate.com\/regarding-the-use-of-dehumanising-rhetoric\/"},{"key":"e_1_3_2_76_1","doi-asserted-by":"crossref","unstructured":"Ruiz Calzada L. Pistrang N. Mandy W. P. (2012). High-functioning autism and Asperger\u2019s disorder: Utility and meaning for families. Journal of Autism and Developmental Disorders 42(2) 230\u2013243. https:\/\/doi.org\/10.1007\/s10803-011-1238-5","DOI":"10.1007\/s10803-011-1238-5"},{"key":"e_1_3_2_77_1","doi-asserted-by":"crossref","unstructured":"Sandin S. Lichtenstein P. Kuja-Halkola R. Hultman C. Larsson H. Reichenberg A. (2017). The heritability of autism spectrum disorder. Journal of the American Medical Association 318(12) 1182\u20131184. https:\/\/doi.org\/10.1001\/jama.2017.12141","DOI":"10.1001\/jama.2017.12141"},{"key":"e_1_3_2_78_1","doi-asserted-by":"crossref","unstructured":"Saunders P. (2018). Neurodivergent rhetorics: Examining competing discourses of autism advocacy in the public sphere. Journal of Literary & Cultural Disability Studies 12(1) 1\u201317. https:\/\/doi.org\/10.3828\/jlcds.2018.1","DOI":"10.3828\/jlcds.2018.1"},{"key":"e_1_3_2_79_1","doi-asserted-by":"crossref","unstructured":"Schaaf R. C. Toth-Cohen S. Johnson S. L. Outten G. Benevides T. W. (2011). The everyday routines of families of children with autism: Examining the impact of sensory processing difficulties on the family. Autism 15(3) 373\u2013389. https:\/\/doi.org\/10.1177\/1362361310386505","DOI":"10.1177\/1362361310386505"},{"key":"e_1_3_2_80_1","volume-title":"Neurotribes: The legacy of autism and how to think smarter about people who think differently","author":"Silberman S.","year":"2017","unstructured":"Silberman S. (2017). Neurotribes: The legacy of autism and how to think smarter about people who think differently. Atlantic Books."},{"key":"e_1_3_2_81_1","doi-asserted-by":"crossref","unstructured":"Stagg S. D. Thompson-Robertson L. Morgan C. (2023). Primary school children rate children with autism negatively on looks speech and speech content. British Journal of Developmental Psychology 41(1) 37\u201349. https:\/\/doi.org\/10.1111\/bjdp.12430","DOI":"10.1111\/bjdp.12430"},{"key":"e_1_3_2_82_1","doi-asserted-by":"crossref","unstructured":"Trew S. (2025). The experience of autism from the perspective of autistic adolescents. Disability & Society 40 1801\u20131831. https:\/\/doi.org\/10.1080\/09687599.2024.2374484","DOI":"10.1080\/09687599.2024.2374484"},{"key":"e_1_3_2_83_1","doi-asserted-by":"crossref","unstructured":"Vella L. Ring H. A. Aitken M. R. Watson P. C. Presland A. Clare I. C. (2018). Understanding self-reported difficulties in decision-making by people with autism spectrum disorders. Autism 22(5) 549\u2013559. https:\/\/doi.org\/10.1177\/1362361316687988","DOI":"10.1177\/1362361316687988"},{"key":"e_1_3_2_84_1","doi-asserted-by":"crossref","unstructured":"Williams D. (2010). Theory of own mind in autism: Evidence of a specific deficit in self-awareness? Autism 14(5) 474\u2013494. https:\/\/doi.org\/10.1177\/1362361310366314","DOI":"10.1177\/1362361310366314"},{"key":"e_1_3_2_85_1","doi-asserted-by":"crossref","unstructured":"Williams E. I. Gleeson K. Jones B. E. (2019). How pupils on the autism spectrum make sense of themselves in the context of their experiences in a mainstream school setting: A qualitative metasynthesis. Autism 23(1) 8\u201328. https:\/\/doi.org\/10.1177\/1362361317723836","DOI":"10.1177\/1362361317723836"},{"key":"e_1_3_2_86_1","doi-asserted-by":"crossref","unstructured":"Wood C. Freeth M. (2016). Students\u2019 stereotypes of autism. Journal of Educational Issues 2(2) 131\u2013140. https:\/\/doi.org\/10.5296\/jei.v2i2.9975","DOI":"10.5296\/jei.v2i2.9975"}],"container-title":["Autism"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/13623613261427795","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/13623613261427795","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/13623613261427795","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,4,28]],"date-time":"2026-04-28T12:51:10Z","timestamp":1777380670000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/13623613261427795"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,3,26]]},"references-count":85,"journal-issue":{"issue":"5","published-print":{"date-parts":[[2026,5]]}},"alternative-id":["10.1177\/13623613261427795"],"URL":"https:\/\/doi.org\/10.1177\/13623613261427795","relation":{},"ISSN":["1362-3613","1461-7005"],"issn-type":[{"value":"1362-3613","type":"print"},{"value":"1461-7005","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,3,26]]}}}