Non-binary experiences of autism: Social camouflaging and stakeholder views on inclusive environments in secondary schools
Lead Research Organisation:
University of Birmingham
Department Name: Education
Abstract
Autism is a neurodevelopmental condition that impacts how individuals communicate and interact with others. Social camouflaging describes behaviours autistic people may develop to mask or compensate for underlying difficulties (e.g. forcing eye contact or speaking to a script). Research has yet to explore how social camouflaging may impact gender identity and the experiences of non-binary autistic (NBA) individuals. Non-binary genders represent a large proportion of autistic populations (16.4% compared with 2.2% in typically-developing populations; Cooper, Smith and Russell, 2018). NBA individuals suffer disproportionately from mental health difficulties and suicide (Warrier et al., 2020), highlighting the importance of research in this area. The social model for disability (Oliver, 1990) proposes that disabling environments contribute to difficulties individuals face. Though there has been a focus on inclusive environments, research has yet to explore the perspectives of stakeholders engineering inclusive environments for NBA individuals.
The proposed research will take a participatory approach with interpretive and qualitative elements. The following research questions will be addressed:
1) What are the social camouflaging experiences of NBA individuals and how do they relate to their gender?
2) How may social camouflaging interact with experiences of gender identity and autism identity amongst these individuals?
3) What do NBA individuals and educators believe are the barriers and facilitators for creating inclusive and accommodating environments in secondary schools for NBA individuals?
4) What do these stakeholders recommend as ways forward in making secondary schools more inclusive and accommodating for NBA individuals?
Methods
Following guidelines by Strang et al. (2019), a participatory approach will be employed. Following a review exploring social camouflaging and non-binary genders in the literature, research questions will be examined across two phases (see Appendix for timeline).
The first phase will address questions 1 and 2. Participants will be 20-30 NBA individuals recruited from social media groups for LGBT and/or autistic people. Initially, self-advocates will be recruited as collaborators, who will discuss research design, accessibility and later data interpretation with the researcher. Interviews will provide opportunities for individuals to describe their experiences of autism, gender and social camouflaging. Data will then be analysed thematically (Braun and Clarke, 2006) and participants and collaborators will be asked for feedback on interpretations. This phase will, therefore, provide a clearer picture on how autism, gender identity and social camouflaging intersect.
The second phase will address the latter research questions. Twenty UK stakeholders in the following categories will be invited from those who participated in phase one, social media groups and direct contact with secondary schools: (a) 10 NBA individuals who are recent school-leavers - aged 18-19, (b) 10 experienced secondary school special needs or inclusion co-ordinators. Participants will complete questionnaires addressing barriers and facilitators to social inclusion; experiences of inclusion/exclusion; knowledge and attitudes of working with non-binary individuals and autistic people; and ways forward for social inclusion. Data will be analysed thematically (Braun and Clarke, 2006) and reviewed by collaborators from phase one. This phase will, therefore, begin to represent the needs and desires of NBA populations, identifying approaches to deliver inclusive and gender-affirming education practices in secondary schools.
To summarise, the proposed research aims to elucidate the relationship between social camouflaging, gender identity and autism identity for NBA individuals. It will then explore how social inclusion for this population can be improved, which may influence mental well-being and quality of life.
The proposed research will take a participatory approach with interpretive and qualitative elements. The following research questions will be addressed:
1) What are the social camouflaging experiences of NBA individuals and how do they relate to their gender?
2) How may social camouflaging interact with experiences of gender identity and autism identity amongst these individuals?
3) What do NBA individuals and educators believe are the barriers and facilitators for creating inclusive and accommodating environments in secondary schools for NBA individuals?
4) What do these stakeholders recommend as ways forward in making secondary schools more inclusive and accommodating for NBA individuals?
Methods
Following guidelines by Strang et al. (2019), a participatory approach will be employed. Following a review exploring social camouflaging and non-binary genders in the literature, research questions will be examined across two phases (see Appendix for timeline).
The first phase will address questions 1 and 2. Participants will be 20-30 NBA individuals recruited from social media groups for LGBT and/or autistic people. Initially, self-advocates will be recruited as collaborators, who will discuss research design, accessibility and later data interpretation with the researcher. Interviews will provide opportunities for individuals to describe their experiences of autism, gender and social camouflaging. Data will then be analysed thematically (Braun and Clarke, 2006) and participants and collaborators will be asked for feedback on interpretations. This phase will, therefore, provide a clearer picture on how autism, gender identity and social camouflaging intersect.
The second phase will address the latter research questions. Twenty UK stakeholders in the following categories will be invited from those who participated in phase one, social media groups and direct contact with secondary schools: (a) 10 NBA individuals who are recent school-leavers - aged 18-19, (b) 10 experienced secondary school special needs or inclusion co-ordinators. Participants will complete questionnaires addressing barriers and facilitators to social inclusion; experiences of inclusion/exclusion; knowledge and attitudes of working with non-binary individuals and autistic people; and ways forward for social inclusion. Data will be analysed thematically (Braun and Clarke, 2006) and reviewed by collaborators from phase one. This phase will, therefore, begin to represent the needs and desires of NBA populations, identifying approaches to deliver inclusive and gender-affirming education practices in secondary schools.
To summarise, the proposed research aims to elucidate the relationship between social camouflaging, gender identity and autism identity for NBA individuals. It will then explore how social inclusion for this population can be improved, which may influence mental well-being and quality of life.
Organisations
Studentship Projects
| Project Reference | Relationship | Related To | Start | End | Student Name |
|---|---|---|---|---|---|
| ES/P000711/1 | 01/10/2017 | 30/09/2027 | |||
| 2565210 | Studentship | ES/P000711/1 | 01/10/2021 | 26/10/2024 | Charlotte Brooks |