Should we stay or should we go? Parent experiences of moving or considering moving their autistic child between mainstream schools

ABSTRACT

The majority of autistic students experience numerous difficulties at school, which may contribute to frequent moves between mainstream schools. Despite this, no studies have examined the reasons why autistic students are making non-essential mainstream school moves. The aim of this study was to explore the experiences which led parents to consider moving their child between mainstream schools and the decision-making processes in choosing whether to stay or leave. Semi-structured interviews were conducted with 10 parents. Thematic analysis generated three major themes: (1) Parents’ increasing concerns around their child’s school placement, (2) Choosing to stay or leave, and (3) Living with the choice to leave. Parents identified that problems leading to consideration of leaving were largely systemic, highlighting the interaction between push (to leave) and pull (to stay) factors which differed in their intensity across time and personal circumstances. The role of school principals, as well as the parents’ feelings of undermined agency and advocacy, also influenced the decision-making process. This study found that parents’ decision-making around moving their child to another mainstream school is a complicated process; however, the results indicate that there are multiple opportunities for intervention from schools and education departments to prevent a move from occurring.

KEYWORDS:

• Autism
• non-essential transitions
• exclusions
• mainstream school mobility

Acknowledgements

Thank you to the parents who generously gave their time to participate in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Hayley Mitchelson

Hayley Mitchelson is a PhD candidate at Griffith University, Australia. She has worked as a secondary teacher and is the parent of an autistic child. Her research focuses on exploring non-essential school moves for autistic students. This article is based upon her research master’s thesis completed at Griffith University.

Kate Simpson

Kate Simpson is a Senior Lecturer in Education with the Autism Centre of Excellence at Griffith University, Australia. She has worked with individuals with diverse needs and their families for over 20 years as an occupational therapist, teacher and researcher. Her current research focuses on participation in children with autism; in particular, child and environmental factors that may facilitate or restrict participation in life activities.

Dawn Adams

Dawn Adams is an Associate Professor in the Autism Centre of Excellence at Griffith University, Australia. She is a qualified clinical psychologist and researcher, focussing upon mental health, well-being and behavioural challenges in individuals on the autism spectrum.