A Photovoice Study Exploring Autistic Young People's Experiences of Mainstream School

Autistic pupils experience high levels of psychological distress in UK mainstream secondary schools, yet their voices remain underrepresented in clinical research and policy. This thesis addresses that gap through a systematic literature review and an empirical study, both situated within a critical realist social constructionist (CRSC) epistemology. The SLR synthesised 12 UK-based qualitative studies on autistic pupil voice in mainstream settings. Thematic synthesis identified three themes: conditions framing pupil participation, adult framing and the limits of participation, and recognising nonverbal and atypical voice. This review shows how methodological and epistemic practices determine whose perspectives are heard. Building on these insights, the empirical study adopted participatory-action Photovoice. Eight autistic young people (aged 14-18) co-defined the focus, produced used selfselected photographs, and took part in individual and group workshops. Reflexive Thematic Analysis yielded five themes illustrating how inclusion and distress are shaped by sensory environments, relational safety and systemic misrecognition. Pupils described masking, conditional support and needing to reach visible crisis before help was offered. Implications for education and mental health services include viewing school distress through a trauma-informed, relational lens; implementing early, pupil-led adaptations; and recognising symbolic or embodied communication as valid expressions of need. Dissemination was co-designed with participants and included school exhibitions, digital stories and practitioner briefings, to maximise impact on audiences that mattered to them.