Threading Through School Exclusion: Sense of School Belonging and Absenteeism of Children with Autism Spectrum Disorder

Abstract

School belonging is increasingly recognized as a key component of students' academic, social, and emotional wellbeing. While previous research has documented elevated rates of absenteeism and exclusion among Autistic students, less is known about how these experiences relate to students' sense of belonging to school, particularly from caregiver perspectives. The purpose of this mixed-methods study was to address the gap in the literature regarding school exclusion of Autistic students by exploring the relationships between school belonging, absenteeism, family- and school-related factors. Data were drawn from an Ontario-wide survey exploring the experiences of K-12 Autistic students during the 2022-2023 academic year, in which 232 parents/caregivers reported on school belonging, attendance patterns, and exclusion. Findings were integrated using a weaving approach to provide a more comprehensive understanding of participants' school experiences. Quantitative analyses included correlational and linear regression analyses, while qualitative open-ended responses from 129 caregivers were interpreted using content analysis. Significant relationships emerged between school belonging, absenteeism, and class placement, with lower rates of school absence and more inclusive educational placements being associated with greater school belonging among Autistic students. Qualitative findings highlighted themes related to insufficient staffing, inadequate supports and accommodations, systemic barriers, school-based practices limiting attendance, social exclusion, inconsistent school-home communication, and the broader impacts of school experiences on families. Findings underscore the importance of inclusive education and appropriate supports in school environments to strengthen school belonging among Autistic students.