Educators’ perspectives on supporting autistic children at Pupil Referral Units following their exclusion from mainstream secondary school

One in four children diagnosed with autism have been excluded from school at some point during their education (Ambitious about Autism, 2014). Mainstream secondary school is a time of particular vulnerability due to challenges associated with the environment, timetabling, and social pressures; along with relationships (Makin, Hill & Pellicano,2017).

Compared to other groups of children with Special Educational Needs and Disability (SEND), autistic children are being excluded from mainstream secondary in disproportionate numbers (Department for Education, 2017). As a result, many end up in a Pupil Referral Unit (PRU); an Alternative Provision (AP) for children who are unable to attend mainstream education.

Whilst it is expected that educators support the learning needs of autistic children (Makin et al., 2017), difficulties can be regularly experienced in providing such support (Trussler & Robinson, 2015).

The current research examined educators' perspectives through a semi-structured interview; 16 educators with experience of working in PRUs were recruited. The focus was on supporting autistic children and how educators themselves could be supported.

Using thematic analysis (Braun & Clarke, 2006), four themes were identified:(1) Understanding the needs of PRU-based autistic children; (2) The enabling environment of the PRU; (3) Effectiveness of support through systems and structures; and (4) Preparing autistic children and adolescents for adulthood through the PRU provision.

Findings were considered within an eco-systemic framework (Bronfenbrenner, 1979) in relation to individual needs, impact of the context, and the influence of the wider, surrounding systems. Particular messages relate to mainstream secondary schools learning from autism-support that can be implemented by PRUs.

Another message is that of promoting a culture recognising that currently applied support is imperative for providing autistic children with a positive future outlook. Implications for Educational Psychologist (EP) support highlighted training, resourcing and supervision, amongst other benefits.

The lack of literacy eliciting the perspectives of educators on supporting autistic children at PRUs is exceptional.

The current study provided a foundation for understanding the implications that autism support has at individual, group, whole-PRU level and beyond.