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

Abstract

She has worked as a secondary teacher and is the parent of an autistic child. Her research focuses on exploring nonessential school moves for autistic students. This article is based upon her research master's thesis completed at Griffith University.

Factors and experiences that influence school mobility for autistic students: A systematic review

“…In contrast to this, an important finding of this review is that parents’ decisions around moving schools were influenced by factors both external and internal to the family. The findings of this review are also consistent with a recent study on mainstream school mobility in autism (Mitchelson et al, 2021 ) in which decisions around moving were well considered and influenced by a range of personal and practical considerations, such as the impact of school‐based issues on the family's time, finances and well‐being, as well as the quality or availability of alternative schools. This highlights that even though those parents who elect to move schools for their child may have felt a negative push away from their school, this push is only one factor influencing parents’ decisions.…”

“…The impact of the child's school experience on their mental health was a key factor leading to school mobility in all move types, except for mainstream to mainstream. There was little information on mainstream school mobility; however, previous research has shown that autistic students’ mainstream school experiences which lead to mobility, particularly around bullying from peers and staff, can affect their mental health (Brede et al, 2017 ; Mitchelson et al, 2021 ). Bullying was mentioned across all move types in this review, with parents’ concerns for their child's safety being a priority in their decision to leave their placement (e.g., Lilley, 2015 ; Simmons & Campbell, 2019 ).…”

“…However, when choosing a school, parents often consider their child's abilities and support needs, as well as seeking placements that offer flexible, nurturing and inclusive environments that balance life and academic skills (McNerney et al, 2015 ). Previous research has found that whilst decisions around moving and choosing a new school, for any parent, are primarily rational, with parents weighing the benefits and costs of a move, there is also (understandably) an emotional component (Cucchiara, 2013 ; Mann et al, 2015 ; Mitchelson et al, 2021 ). This is evident in this review, with parents considering the best interests of their child and family, whilst also being influenced by their own stress and worries for their child's safety and mental well‐being.…”

“…The focus of this systematic review was on experiences which influence the family's decision to move. A move does not always guarantee the desired outcome; research on school mobility in autism has found that the child's experiences in a new school setting can be positive or negative (Mitchelson et al, 2021 ; O’Hagan et al, 2021 ). A move into a school with a welcoming and inclusive culture can improve academic, social and emotional outcomes for autistic students, as well as parent well‐being (Mitchelson et al, 2021 ; O’Hagan et al, 2021 ).…”

“…A move does not always guarantee the desired outcome; research on school mobility in autism has found that the child's experiences in a new school setting can be positive or negative (Mitchelson et al, 2021 ; O’Hagan et al, 2021 ). A move into a school with a welcoming and inclusive culture can improve academic, social and emotional outcomes for autistic students, as well as parent well‐being (Mitchelson et al, 2021 ; O’Hagan et al, 2021 ). Conversely, parents may find similar problems at a new school, and this can lead to further mobility (Lilley, 2015 ; Mitchelson et al, 2021 ; Rubenstein et al, 2015 ) and mental health problems (Mitchelson et al, 2021 ).…”