Through the looking glass: an autoethnography of Autistic student and teacher school experience

Loading...
Thumbnail Image

Issue Date

2024

Editor

Authors

Raedwulf Pogue, Natalie

License

Subject

Abstract

This autoethnographic study explores the school experiences of an Autistic student and teacher in public school through a collection of reflective narratives. Disrupted and low school attendance and completion rates have been recognized as a disproportionate problem for Autistic students. In addition, Autistic students report lower rates of well-being, positive self-identity, and feelings of belonging at school. To better understand factors that impact Autistic students’ success rates and well-being at school, this autoethnographic inquiry explores my own experiences and challenges in public schools through reflective narratives as both Autistic student and educator. Themes impacting school experience include environmental barriers, judgement versus relationship, Autistic representation, and Autistic peer connections. Solutions and strategies to support Autistic academic, personal, and social well-being at school are also proposed.

Description

Harmful Language Statement