Autism, Anxiety-Based-School-Absence and the Montessori Environment as an Actualised Model of Inclusive Practice

This study explored aspects of learning environments that lead to ABSA for academically capable autistic school-aged children with an internalising presentation, and the type of learning environment that would enable them to thrive. As a qualitative explorative study of parental perspectives, this study utilised both an online questionnaire and a reflective self-narrative account. Overall, findings revealed that mainstream school distress is prevalent for this group of autistic learners and is often unrecognized and unsupported resulting in significant impacts on mental health and subsequent school attendance difficulties. It also highlights a provision gap. Four themes captured aspects of mainstream environments that contribute to school anxiety: Fear, Lack of Autonomy, Lack of Connection and Trust, Pressure and Overwhelm. Alignments between Montessori learning environments and ‘what works’ for autistic students were made. Taken together with existing literature, this study highlights an urgent need for action to protect the psychological wellbeing and academic potential of this group of learners. The Montessori environment presents a model for serious consideration in relation to educational equity for autistic children and young people.