Specialist Resource Centres as Protective Microsystems: A Qualitative Comparative Case Study of Autistic Pupils’ Experiences in Mainstream Secondary Schools

Autistic pupils in mainstream secondary schools face significant barriers to academic progress, social engagement, and mental wellbeing, with parents consistently reporting that their children's autism-related needs are not being met. This qualitative comparative case study examined what shapes the educational experiences of autistic pupils in secondary schools with Specialist Resource Centres (SRCs) versus comparable mainstream settings without specialist provision. Using Bronfenbrenner's ecological systems framework, the study explored how multiple layers of influence – ranging from classroom practices to societal attitudes – interact to support or undermine inclusion.Data were collected across seven secondary schools (five SRC schools, two mainstream schools without SRCs) in South-East England via interviews with pupils, parents, and staff. Findings revealed that SRCs functioned as protective microsystems, providing predictable environments, visible support, and trusted relationships that buffered pupils from sensory and social demands. Key protective features included consistent staffing, flexible policies, and normalised support-seeking. However, systemic challenges – including workforce shortages, inadequate mental health services, and resource limitations – constrained the impact of even the most effective school initiatives. The study underscores that effective inclusion requires coordinated support spanning immediate school environments to broader policy frameworks, with implications for admission criteria, staff training, and inter-agency collaboration.