Better Understanding Emotionally Related School Attendance Challenges in Autistic Students with Intellectual Disability

Despite making up 26-41% of the autistic population (Micai et al., 2023), the emotionally related school attendance challenges of autistic students with co-occurring intellectual disability remain largely unknown (Hong et al., 2019). This reflects a broader trend within autism research in which participants with intellectual disability are often excluded (Kazzi et al., 2024; Russell et al., 2019).

Qualitative research plays an important role in addressing this research gap, as it provides greater flexibility to facilitate the participation of under-represented groups who may otherwise be absent from research (Carroll & Twomey, 2021). Further, innovative communication methods are needed to enable the inclusion of student voice (Richards & Crane, 2020; Wray et. al., 2025) in matters pertaining to them, including return to school planning.

Objectives

There are currently no published studies which explore perceived contributors to emotionally related school attendance challenges or potential facilitators for re-engagement in education for autistic students with intellectual disability from the perspectives of the students themselves, nor how to best support this cohort of students. This project aims to address that research gap by gathering the perspectives of autistic students with intellectual disability and other relevant stakeholders, collaboratively developing a communication aide prototype (to be used in return to school planning), and exploring the perceived feasibility and acceptability of this communication aide amongst its target population.

Methodology

This project is split into four stages that mirror the Double Diamond framework of product design (British Design Council, 2005).

1. The first study is a scoping review of the existing qualitative research that explores emotionally related school attendance challenges and potential facilitators for re-engagement in education from stakeholder perspectives for students who are autistic and/or have an intellectual disability.
2. The second study involves interviews with a range of stakeholders (including students using the “Talking Mats” methodology) to explore their perceptions of contributors to emotionally related school attendance challenges and potential facilitators for re-engagement in education.
3. The third study will consist of a ‘draw and talk’ task for students and a collaborative workshop to design a communication aide prototype.
4. The fourth study will involve exploring the perceived feasibility and acceptability of the communication aide prototype through focus groups and interviews with stakeholders.

Recruitment

We are currently recruiting for the second study which will explore stakeholder perspectives of emotionally related school attendance challenges and facilitators for re-engagement in education. We are keen to hear from:

• Autistic students with intellectual disability (ages 10-18) who have experienced these challenges within the last 2 years; are able to understand simple verbal instructions; can express themselves through short sentences (be this verbally or through AAC); can reliably communicate preferences; and can recognise presented symbols.
• Parents/caregivers of autistic students with intellectual disability who have experienced these challenges within the last 2 years.
• Health professionals (such as educational consultants, psychologists, child psychiatrists, paediatricians, counsellors, speech pathologists and occupational therapists) who have worked in a professional capacity to support an autistic student with intellectual disability with these challenges within the last 2 years.
• School staff (such as classroom teachers, those in leadership positions and support staff) who have supported an autistic student with intellectual disability with these challenges within the last 2 years.

To register interest and receive more information, please get in touch with the student researcher, Olivia Smith, at s214424125@deakin.edu.au