A new study from the University of South Australia, in partnership with Flinders University, assessed the experiences of 225 autistic students aged 10-14 and found that they need increased support, acceptance and understanding to thrive and succeed at school.

Capturing autistic students’ voices of their wellbeing at school and the critical factors influencing it, the meta synthesis highlights the challenges they experience with relationships at school, fitting in at school and the overwhelming sensory school environments.

Specifically, the study found that:

  • autistic students need more support to fit in at school and to experience positive relationships with their peers and school staff;
  • school staff need to be more in tune with the needs of autistic students, and provide tailored supports; and
  • schools need to improve school environments to better cater for autistic students’ sensory needs.

Lead researcher, UniSA’s Dr Kobie Boshoff, says the findings emphasise the acute need for Australian schools to create more inclusive environments that recognise and respect autistic students’ identities.

She says schools can better support these students by fostering positive relationships, offering flexible learning strategies, and ensuring physical environments cater to sensory needs.

“Autistic students’ school experiences are often marred by being poorly understood, high levels of bullying, interpersonal difficulties, and academic struggles, all of which impact their mental health into adulthood,” Boshoff says.

“This research amplifies the voices of middle-year autistic students, allowing them to share their firsthand experiences, and for us to learn directly from them about the support they need.

The academic says wellbeing is strongly linked to how students see themselves, how others respond to their autism, and how they fit into the school environment.

“While some students embrace their autism as part of their identity, others try to hide it to fit in. Long term masking can have detrimental effects on their mental health,” Boshoff says.

“Positive relationships with peers are vital, yet many autistic students find it hard to make friends. As friendships foster a sense of belonging, schools must prioritise social inclusion alongside academic success.”

Dr Kobie Boshoff says schools can better support autistic students by fostering positive relationships, offering flexible learning strategies, and ensuring physical environments cater to sensory needs.

Similarly, Boshoff explains, caring and supportive school staff can make a significant difference.

“When students feel understood, they feel safe, respected, and heard,” she says.

“Teachers who adapt their approach for different students, communicate clearly, and create flexible learning environments have a profound impact on student wellbeing.

A school’s physical and social environment also plays a crucial role, the researcher says.

“Noisy, crowded spaces and unpredictable routines can trigger anxiety, making it harder for students to engage.

“Schools that offer structured support, sensory-friendly spaces, and flexible learning strategies create a more inclusive experience.”

This year, the Federal Government launched it’s $42.3 million inaugural National Autism Strategy (2025–2031) to create a safe and inclusive society where all autistic people are empowered to thrive.

In South Australia, a $250,000 state government trial is introducing autism inclusion teachers (AITs) in nine public high schools to better support neurodiverse students.

While Boshoff  acknowledges Australia's educational landscape is increasingly recognising the importance of inclusivity for students with autism, she says there is still a long way to go.

“Support for autistic students shouldn’t fade as they grow older - their needs evolve, and services must evolve with them,” she advocates.

“Yet, there’s a growing trend of assuming that older students require less support, when in reality, they just need different support.

“Every child deserves the chance to succeed at school.

Schools, she says, play a critical role in shaping a positive and inclusive learning experience, but they need more funding, training, and professional support to make this a reality.

“We must invest in practical solutions to ensure every individual autistic student feels valued, understood, and empowered to thrive.”