“Just Believe Me”: Autistic Students’ Descriptions of School Inclusion in Nova Scotia

Autistic students are at risk for poor outcomes at school, and teachers in Nova Scotia feel they lack the training and tools to adequately support Autistic students in their classrooms. Autistic students feel the same way, identifying school staff’s poor understanding of autism as a significant barrier to their inclusion and participation. However, there exists an opportunity for educators to adopt student-centered practices that prioritize genuine relationships over rigid interventions. The present study, designed by an Autistic researcher, uses semi-structured interviews incorporating a novel methodology to support inclusion and accessibility for Autistic participants. Our reflexive thematic analysis identifies how Autistic students describe their experience of inclusion at school. Key findings emphasize the role of interpersonal relationships, the integration of personal interests into learning, and significant communication gaps between teachers and Autistic students. These gaps, which often arise from unclear instructions and insufficient context, reflect opportunities to improve teacher communication practices and foster mutual understanding. The communication gaps identified in the present study present specific targets for teacher training to effect meaningful change in our schools. Lay Abstract Autistic students often face challenges in feeling included and supported in schools. This study, led by an Autistic researcher, explores how Autistic students in Nova Scotia describe their experiences with school inclusion. Through interviews with five students aged 13 to 15, we learned that feeling included isn’t just about being in the classroom—it’s about being understood, accepted, and supported as individuals. The students signaled that having teachers and classmates who listen to them and believe them is essential. They also emphasized how important it is for teachers to explain tasks clearly and provide instructions step by step, so they know what is expected and why it matters. They described how personal relationships with teachers and peers, as well as opportunities to work on projects connected to their interests, help them feel more included. However, students also talked about barriers, such as being misunderstood by teachers or not having the help they need at the right time. They expressed a desire for schools to focus more on building genuine connections and providing flexible supports based on their individual needs. This research highlights simple but meaninful ways schools can improve inclusion, like listening to students, valuing their interests, and communicating clearly. These changes can help Autistic students feel safer, more understood, and more included, making school a place where they can thrive.