Factors and Experiences That Influence School Mobility for Autistic Students: A Systematic Review

Autor/inn/en	Mitchelson, Hayley; Adams, Dawn; Simpson, Kate
Titel	Factors and Experiences That Influence School Mobility for Autistic Students: A Systematic Review
Quelle	In: British Journal of Educational Psychology, 92 (2022) 4, S.1366-1383 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mitchelson, Hayley) ORCID (Adams, Dawn) ORCID (Simpson, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12505
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Student Mobility; Home Schooling; Mental Health; Parent School Relationship; School Choice; Influences; Parent Attitudes + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Mobility; Mobilität; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Psychohygiene; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Choice of school; Schulwahl; Influence; Einfluss; Einflussfaktor; Elternverhalten
Abstract	Background: Autistic students are reported to move schools at a high rate, but little is understood about why this is happening. What is known is that the effects of school mobility can negatively impact both short- and long-term outcomes, particularly the child's learning, behaviours, mental health and school retention. Aims: The aim of this systematic review was to synthesize the research on factors and experiences which influence the family's decision to move their autistic child to another school. Methods: A protocol was registered with PROPERO (ID: CRD4202120794). Searches were conducted with ERIC, Scopus and Web of Science and seven studies were identified. Results: The studies focused on three main types of mobility: mainstream-to-mainstream school moves, moving between mainstream and segregated schools, and moving between mainstream and homeschool. Parents' concerns for their child's learning, social experiences and mental health, as well as their own interactions with their child's school, influenced the decision to leave. Whilst there were similarities across the studies for reasons to move, there were also differences based upon the settings between which students moved. Conclusion: The findings highlight the need for further research across all school mobility types to better understand the reasons underpinning high rates of school mobility for autistic students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01