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Social-Emotional Learning for Adolescents on the Autism Spectrum: High School Teachers’ Perspectives

Published online by Cambridge University Press:  22 September 2020

Anita Gardner Open the ORCID record for Anita Gardner [Opens in a new window] ,
Michelle Wong  and
Belinda Ratcliffe
Anita Gardner*
Affiliation:
The Children’s Hospital at Westmead, Australia Western Sydney University, Australia
Michelle Wong
Affiliation:
The Children’s Hospital at Westmead, Australia
Belinda Ratcliffe
Affiliation:
Western Sydney University, Australia
*
*Corresponding author. Email: Anita.Gardner@Health.nsw.gov.au
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Abstract

Social-emotional learning (SEL) is key to student success. Teachers can effectively implement SEL programs to a variety of school populations, with demonstrated improvements in emotional, social, and academic outcomes. Research also suggests that SEL for students on the autism spectrum can result in improved outcomes. Although social-emotional difficulties are core characteristics of autism, there is a dearth of research identifying the SEL needs for high school students on the autism spectrum and how to meet these needs. The aim of this preliminary qualitative study was to explore teachers’ perceptions of SEL needs in a high school setting with adolescents on the autism spectrum. A focus group was conducted with 8 experienced teachers from mainstream and special needs settings. The thematic analysis identified 3 themes: (a) SEL needs of students on the autism spectrum, (b) teaching SEL in high school settings, and (c) gaps in SEL. The study also revealed suggestions for how a SEL program could be developed so that it best meets the needs of the teachers who would be implementing it. Outcomes from this study provide important insights into SEL in adolescents on the autism spectrum in special education and have practical implications for intervention models.

Keywords

autism spectrum disorderintellectual disabilitysocial-emotional learningadolescentsteacher perspectivespecial education
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 45 , Issue 1 , July 2021 , pp. 18 - 33
Copyright
© The Author(s) 2020

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Footnotes

†

This manuscript was accepted under the Editorship of Umesh Sharma.

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