Autistic young people’s views on summative assessment: A Qualitative Inquiry.

Autistic young people consistently report that formal summative exams are not designed with their needs, strengths, or ways of processing the world in mind. This study centres on their voices to understand how current assessment systems shape their experiences and influence their outcomes. Co-produced with autistic young people, the research captures the sensory, environmental, and emotional barriers exams create and the impact they can have on concentration, executive functioning, and overall well-being. Participants described experiences of overwhelm and exhaustion that align with emerging understandings of autistic burnout, highlighting the broader consequences of assessment practices that require autistic learners to endure environments not designed for them. The findings suggest that these challenges stem from systemic misalignment between autistic and allistic ways of working and inaccessible exam conditions. This study highlights key factors that stakeholders should consider when planning adjustments to exam conditions for autistic young people.