I was hanging in the air and holding on tight. It’s exhausting: An autistic perspective on their journey through the general school system
Authors: Zakai-Mashiach Mati 
Published: January 2025

Enrollment of autistic children in general schools has increased significantly in the past decade. However, having access to school does not mean being included in school. Autistic individuals’ perspectives regarding their general school experience are limited, with most research focusing on the middle-school stage. This study examines the retrospective experiences of 10 autistic individuals, aged 19–25 years, who attended general schools from elementary through high school. Using semi-structured interviews and the pictorial ‘Blob Tree’ technique as a visual method to elicit self-narratives, the research revealed recurring themes associated with each educational level. Elementary school was marked by feelings of difference and ambiguity. Middle school was characterised by the impact of the autism diagnosis and emotions of instability. It was found, however, that high school represented a turning point, marked by increased self-assurance, acceptance of their autism and a sense of fulfilment. These findings underscore the importance of offering autistic individuals opportunities to share their narratives and to provide insights into their longitudinal experience in general schools. This emphasises the developmental journey of these students, highlighting the challenges they face at each stage and the growing need for increased inclusivity in general schools to better support autistic students. Lay abstract In the past decade, autistic children have increasingly enrolled in general schools worldwide. However, most insights into their educational experiences come from educators and parents. There is a gap in understanding autistic children’s perspectives on their educational experiences. The limited evidence from autistic children primarily focuses on middle school and reveals complex feelings of loneliness, anxiety and being misunderstood by teachers and peers. Moreover, research to date has not examined the full-time period of general education, which is needed to understand the cumulative developmental trajectory from elementary through high school. To address these gaps, this study investigated the lived experiences of 10 autistic individuals (ages 19–25 years) who had completed their entire school journey in general education settings. This study utilised in-depth interviews and a visual technique called the ‘Blob Tree’ to elicit their stories. The findings indicated that during primary school, participants felt overwhelmed and confused by the school environment. The transition to middle school, where they received an autism diagnosis, marked a period of significant instability, social insecurity and loneliness. Interestingly, the participants gained confidence during high school, accepted their autism and developed a more positive self-image. These findings emphasise the importance of learning the longitudinal self-perspective of autistic individuals through creative methods like the ‘Blob Tree’ technique. Furthermore, the study highlights the crucial role of effective support services during school transitions, particularly from experts in inclusive education. It underscores the need to create environments within general schools that are more inclusive to support autistic students better.