The Lost Generation of Autistic Women’s Experiences of Secondary School: An Interpretative Phenomenological Analysis Approach

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Dark, J. 2022. The Lost Generation of Autistic Women’s Experiences of Secondary School: An Interpretative Phenomenological Analysis Approach. Educational Psychology Research and Practice. 8 (1), pp. 1-11. https://doi.org/10.15123/uel.8v1v6
AuthorsDark, J.
Abstract

This paper focuses on the “lost generation” of autistic women’s experiences of secondary school using an interpretative phenomenological analysis (IPA) approach. Autistic women were supported through inclusive research practices to share their experiences of secondary school as an unrecognised autistic child, as captured through an online questionnaire and semi-structured interview. The core features of the cohort included a diagnosis of autism post eighteen years old, and attendance at a mainstream secondary school in the United Kingdom. The findings highlight the participants’ difficult experiences, including bullying, difficult relationships with peers, sensory difficulties within their school environment and processing differences within their learning. The findings also showed two areas that positively contributed to their school experiences, including friendships and positive relationships with teachers. Discussions centre on the benefits that autistic adults bring to informing educational enquiry and why the phenomenon of the lost generation of autistic girls is still a current concern.

JournalEducational Psychology Research and Practice
Journal citation8 (1), pp. 1-11
ISSN2059-8963
Year2022
PublisherSchool of Psychology, University of East London
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Digital Object Identifier (DOI)https://doi.org/10.15123/uel.8v1v6
Publication dates
Online2022
Publication process dates
Deposited29 Sep 2022
Copyright holder© 2022 The Author
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