Specialist resource centers within mainstream secondary schools (a type of ‘inclusion-based’ school) may lead to improved academic performance, better attendance and a greater sense of belonging for students with autism, according to new three-year research from the University of Surrey.
However, research suggests that placement alone does not determine happiness. Rather, students’ perceptions of teacher and peer support were the strongest and most consistent predictors of positive adjustment.
Researchers followed 119 autistic students aged 11 to 14 in seven mainstream secondary schools and compared three types of provision: placement in specialized resource centers (SRCs), mainstream placement in schools hosting SRCs, and mainstream schools without SRCs. Outcomes were compared in terms of psychological well-being, social inclusion, belonging, academic progress, attendance and exclusion.
For some students with autism, the mainstream school environment can be overwhelming due to noise, sensory demands, and social pressure. Our specialized resource center offers quieter, more supportive spaces and a higher staff-to-student ratio to help students focus on their education. ”
Dr Anna Cooke, Developmental Psychologist, University of Surrey
Researchers found that while the well-being of autistic students in SRC was comparable to students in other types of schools, the specialized resource center showed potential benefits in key areas compared to national standards for students with autism, including higher academic achievement, a stronger sense of belonging to school, greater perceived teacher support, and smaller attendance gaps (compared to the school-wide average).
Interestingly, supportive relationships were the strongest predictor of positive outcomes. Perceived peer support was most strongly associated with reduced internalizing symptoms, fewer peer problems, greater happiness, stronger friendships, and increased flourishing.
They also found that teacher support was the strongest predictor of school belonging and was also associated with increased flourishing and decreased peer difficulties.
Dr. Cook concluded:
“Debates around inclusive education often focus on whether students with autism should be educated in specialist or mainstream settings. Research suggests this may be the wrong question to ask. Policy decisions that focus solely on placement are always incomplete. Specialized resource centers may offer benefits, particularly with regard to a sense of belonging and academic equity, but what matters most is whether schools foster supportive relationships and an autism-affirming environment.”
“Improving outcomes for students with autism may depend less on where they are educated and more on how well they are supported within that environment.”
This study was published in the journal autism.
sauce:
Reference magazines:
Cook, A., Boddy, A. (2026). The impact of specialized resources focuses on the mainstream school experience of students with autism. autism. DOI: 10.1177/13623613261426099. https://journals.sagepub.com/doi/10.1177/13623613261426099
