EXPERIENCES OF AUTISTIC STUDENTS IN A CANADIAN NEURO-AFFIRMING BLENDED-LEARNING CENTRE

Abstract

This phenomenological study explored the experiences of five Autistic students who attended a Canadian neuro-affirming blended-learning centre and assessed its impact on their mental wellness. Specifically, the study aimed to answer two main questions: 1) What was the experience of K-12 autistic students who withdrew from brick-and-mortar public schools and then attended a neuro-affirming blended-learning centre?; and 2) How was the mental well-being of autistic students affected when they withdrew from brick-and-mortar public schools and then attended a neuro-affirming blended-learning centre? Findings indicate that participants had positive experiences, would recommend the program, and reported improved mental health. Despite a limited sample size, the research suggests that prioritizing mental health and utilizing multidisciplinary approaches are crucial steps to reducing suicidal ideation and self-harm among Autistic youth. The participants’ voices highlight the importance of choice and support in educational settings, opening pathways for further research into best practices for the well-being of autistic students.