Thesis
Autistic girls' navigation of school spaces in Scotland
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2026
- Thesis identifier
- T18077
- Person Identifier (Local)
- 201771033
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- The number of autistic learners in Scotland are continually growing according to recent statistics fromthe Scottish Government. Despite this evidence, minimal engagement with autistic girls has takenplace to understand these experiences in Scottish schools. This research draws on qualitative methodsto explore these experiences, add nuance to current understanding, and make recommendations forfuture research.Conceptualised under the epistemic authority of voice and the ontological embodiment of misfitting,the research adopted a situated case study design with thematic analysis to explore the schoolexperiences of five autistic girls. Through power-balanced interviews, the intersections of space,gender, and autism were investigated.Each case first elucidated individual themes, before commonalities indicated the need for a cross-casesynthesis. Five higher-order themes emerged: A Dichotomy in Mainstream vs ASN Schooling; TheImpact of School Relationships; Manoeuvring School Spaces; Gender and Autism; and Messagesabout Autism.Original contribution to knowledge arises through two components. Firstly, the study highlights thedifficulty autistic girls face when trying to navigate school spaces. Participants indicate navigation ofspaces as rooted in tensions with systemic contradictions. Secondly, the research offers a re-startingpoint for current knowledge on autism, gender and the Scottish school context. Through misfittingpreconceived stereotypes, the girls reframe gendered barriers through lived expertise, conceptualisingmessages and a call to action in future research.Limitations of the research are discussed, including the smaller participant group and the impact ofschool gatekeepers framing autistic pupils as vulnerable. Conducting school research post-COVID isalso discussed, with a focus on how school communities have adapted since.Based on the findings, the research makes several recommendations for future work including a reseton exploring the intersections of gender and autism research in school spaces. The issues raised byparticipants urge future research to comprehend autism and gender beyond systemised stereotypes.
- Advisor / supervisor
- Taylor, Yvette, 1978-
- Robinson, Anna, 1969-
- Resource Type
- DOI
Relations
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PDF of Thesis T18077 | 2026-07-28 | Public | Download |