Assessing and enhancing learning environments for autistic students: a feasibility study in a Swedish primary school

There is growing awareness of the need to enhance learning environments for autisticFootnote1 students in schools. The Autism Program Environment Rating Scale (APERS) has shown potential for improving educational quality in schools and preschools, but its feasibility in Swedish primary schools remains untested. This study examined the feasibility, acceptability, and preliminary outcomes of an APERS-based intervention in 10 classrooms at a Swedish primary school. Participants included 11 students with autism or related social communication challenges, 10 teachers, four coaches, and the principal. Using a mixed-methods design, data were collected through pre- and post-intervention observations, questionnaires, and interviews. APERS assessments indicated improvements in the learning environments, and teachers and coaches expressed satisfaction with the intervention, particularly its structured process. However, the findings suggested a need for refinements, such as extending the implementation period, and pointed to challenges in allocating required resources in daily school practice. In sum, while the APERS-based intervention appears feasible in Swedish primary schools, future research should include comparison groups, further adaptations to the Swedish educational context and culture, as well as more direct assessments of students’ subjective experiences.