Abstract

Despite efforts to build inclusive education experiences, many autistic youths still report negative school experiences. Strengths-based approaches that draw upon the unique strengths, interests, and resources of individuals and their environments may be an integral component of promoting inclusive school environments for these youth, but there is a limited understanding of how these approaches are implemented in schools. A phenomenological design with twenty-three parents of autistic youth currently or recently attending high school was interviewed to examine parental perspectives and experiences of strengths-based approaches in high schools. Six themes described parents’ perspectives and experiences of strengths-based approaches in high school: 1) Building on their strengths, 2) Let them show what they can do, 3) Let them take risks, 4) It is vital but is it possible? 5) It needs a whole-school approach, and 6) it’s a constant fight. Parental perspectives suggest that while they believe strengths-based approaches are necessary for their child, they felt that practical and systemic limitations impacted their implementation in schools. Parents wanted their children to have access to individualised, differentiated strategies and authentic learning experiences that are based on their strengths and interests. To develop these learning experiences, educators and schools must actively involve both parents and students, with broader systemic and school-wide changes likely being necessary to support the implementation strengths-based approaches for autistic students.

Citation

White, J., Williams, P. J., McGarry, S., & Black, M. H. (2025). “Let them show what they can do”: parents’ views on strengths-based approaches for autistic high school students. Educational Review, 1–16. doi.org/10.1080/00131911.2025.2485448