Katie Ayirebi, Educational Psychologist at One Education, has published research that explores what could be considered as effective support for autistic females in high school.
Recent research shows that whilst many autistic females’ experiences of high school are similar to their male counterparts, there are key differences, such as autistic girls being more likely to mask difficulties in the school environment. Further research was commissioned by an English high school to find out more about the models of support that are available for autistic girls.
Data was gathered from a literature review of 12 papers to ascertain the effectiveness of support and interventions. These ranged from mental health support, friendship intervention and skills development, through to identification and post-diagnosis support, amongst others.
Analysis reveals the unique social needs of autistic girls and the importance of interventions to promote emotional wellbeing and a sense of belonging. Schools are therefore encouraged to develop policies and practices that place relational approaches at the centre. Additionally, the paper underscores the importance of training staff and students on the female autism phenotype to ensure timely identification and support.
The article was co-authored by Katie Ayirebi, Educational Psychologist at One Education, and George Thomas, Doctor of Psychology at University of Manchester.
Earlier this year, Katie presented her research at the National Association of School Psychologists (NASP) Annual Convention in New Orleans, following the completion of her transatlantic thesis research about effective school-based support strategies for autistic girls.
Whilst our understanding of the needs of those with an internalised profile of autism in school is improving, this research highlights the importance of those in education to be equipped with the knowledge and skills to identify, and plan and implement support for this cohort. This literature review was followed by an empirical study, which explored a model of support with school psychologists in the UK and US which should be published later in the year. It was an honour to complete this research, the findings of which go someway to tackle the disadvantage that autistic girls experience within the education system.
Dr Katie Ayirebi
Read the full article here: https://nasenjournals.onlinelibrary.wiley.com/doi/pdfdirect/10.1111/1471-3802.12641
One Education EPs are actively involved in research and regularly contribute to professional practice via peer-reviewed professional journals and conferences. Taking part in research ensures our EPs can explore new ideas and engage in critical reflection, whilst drawing on the latest evidence to inform practice, shape policy, and set strategy.
