Towards a holistic model of academic achievement in autism

Autistic pupils face many barriers to learning and achievement, and as a
result academic achievement is often lower than expected. Understanding
how to support achievement for these pupils can only come through by
taking holistic multi-level approach (e.g. looking at individual and
environmental factors). Crucially, work in this area must be shaped and
guided by those for whom it is most important - autistic people, parents,
educational professionals (teachers and educational psychologists [EPs]).
The aim of my PhD research is to develop and empirically test a holistic
model for understanding achievement in ASC which is co-produced with
key stakeholders. The proposed research will be carried out in three
phases, using a multi-informant and mixed-method approach. In phase 1,
I will determine what a holistic model of achievement should look like by
qualitative and quantitative studies with autistic people, parents, teachers
and EPs taking forward an initial framework developed by McDougal et
al.[1]. In phase 2, I will identify measures for use in empirical testing,
including developing and validating any new measures needed. In phase
3, I will empirically test the model with a large representative sample of
autistic pupils, their parents and their teachers. The support of my
collaborative partner will be central throughout the PhD. This research will
provide scientific and practical advances for supporting achievement in
autistic pupils, but it will have much broader benefits and impacts with the
wider school population, and especially for neurodivergent pupils.