Examination of Education for Autistic Students Pivots on Academic Aspects
In a recent study published in the British Journal of Educational Psychology, researchers Raechel Smart, Dawn Adams, and Kate Simpson examined over a decade of educational outcome research for autistic students. The study, titled "The who, how and what of educational outcome research for autistic students published in the last decade: A systematic quantitative literature review," found significant gaps and imbalances in the current body of research.
The review revealed that nearly four out of five studies focused on academic achievement, while far fewer looked at school suspensions, exclusions, or attendance. This imbalance means that much of what we know about autistic students' education relates to test scores and grades, with less attention paid to the everyday challenges of being present in class or navigating school disciplinary systems.
One consistent limitation across the literature is the lack of demographic detail, such as ethnicity, co-occurring conditions, and gender representation. Factors such as socioeconomic status, race, and gender identity are infrequently accounted for in autism-specific research. Additionally, the review highlighted the need for a more balanced evidence base that captures not only academic performance but the broader conditions influencing autistic students' educational journeys.
The review underscores the need for more systematic study of persistent absences, repeated suspensions, and other day-to-day school factors that can derail learning and contribute to lower post-school outcomes. Autistic people are more likely than the general population to identify as gender diverse, but this aspect is usually presented as a simple male/female split in the research.
The new study found that the 112 studies collectively reported on more than 226,000 participants, the majority based in North America. However, the lack of representation restricts how well findings can be applied to the full range of autistic students, particularly those from marginalized backgrounds. Government reports, which often formed the basis of disciplinary research, tended to include less detail about participants and methods, making it difficult to understand why disparities exist.
The review suggests that large-scale data collection and more inclusive study designs could help ensure findings better reflect the diversity of autistic students. It also calls for future research to expand beyond academics to include attendance and disciplinary outcomes. The review emphasizes the importance of considering intersectionality in autism-specific research to design interventions or policies that address the needs of students from marginalized backgrounds.
Qualitative research, which may provide valuable context for understanding the lived experiences behind the numbers, was excluded from this review. Despite this, the study underscores the need for a more comprehensive and inclusive approach to research on educational outcomes for autistic students.
Reference: Smart, R., Adams, D., & Simpson, K. (2025). The who, how and what of educational outcome research for autistic students published in the last decade: A systematic quantitative literature review. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.70015
