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 from the Scottish Government. Despite this evidence, minimal engagement with autistic girls has taken place to understand these experiences in Scottish schools. This research draws on qualitative methods to explore these experiences, add nuance to current understanding, and make recommendations for future 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 school experiences 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-case synthesis. Five higher-order themes emerged: A Dichotomy in Mainstream vs ASN Schooling; The Impact of School Relationships; Manoeuvring School Spaces; Gender and Autism; and Messages about Autism. Original contribution to knowledge arises through two components. Firstly, the study highlights the difficulty autistic girls face when trying to navigate school spaces. Participants indicate navigation of spaces as rooted in tensions with systemic contradictions. Secondly, the research offers a re-starting point for current knowledge on autism, gender and the Scottish school context. Through misfitting preconceived stereotypes, the girls reframe gendered barriers through lived expertise, conceptualising messages and a call to action in future research. Limitations of the research are discussed, including the smaller participant group and the impact of school gatekeepers framing autistic pupils as vulnerable. Conducting school research post-COVID is also 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 reset on exploring the intersections of gender and autism research in school spaces. The issues raised by participants 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 |