Extended school nonattendance has been identified across previous literature as problematic for autistic pupils and prevalence rates are considerably higher for this cohort than their neurotypical peers. The neurodiversity paradigm calls for a shift towards qualitative and participatory research methodologies, which was identified as a suitable approach for the current study to understand autistic young people's lived experiences. This participatory inquiry adopted a flexible and reflective approach with two autistic adolescents who had extended school nonattendance and aimed to explore how Kas and Z experienced this and described effective support to meet their needs. Adolescents' perspectives were supported by three parental viewpoints. The participatory design allowed participants to identify key themes of effective support: a nuanced relationship with time; internal processes of control and motivation; relationships and safe environments; perspectives around their diagnosis of autism. A thematic map was developed to highlight the interaction between adolescents' perspectives and parental viewpoints and the superordinate, researcher-identified theme of Understanding and Acceptance of Individual Lived Experience of Autism. The methodology and themes suggest considerations for professionals to develop practice to support autistic pupils who experience extended school nonattendance. Implications for future research are discussed.

中文翻译：

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“经过很长一段时间的冬眠之后——这些小绿芽正在生长”。为长期缺课的自闭症年轻人提供有效支持的亲身经历

先前的文献已将长期缺勤视为自闭症学生的问题，并且该群体的患病率比神经正常同龄人要高得多。神经多样性范式呼吁转向定性和参与性研究方法，这被认为是当前研究了解自闭症年轻人生活经历的合适方法。这项参与性调查采用了灵活和反思的方法，针对两名长期缺勤的自闭症青少年，旨在探讨 Kas 和 Z 如何经历这种情况，并描述满足他们需求的有效支持。青少年的观点得到了三个家长观点的支持。参与式设计使参与者能够确定有效支持的关键主题：与时间的微妙关系；控制和激励的内部流程；人际关系和安全环境；围绕他们对自闭症诊断的观点。开发了一个主题图，以强调青少年的观点和父母的观点之间的相互作用，以及研究人员确定的上位主题“理解和接受自闭症的个人生活经历”。这些方法和主题建议专业人员考虑开发实践来支持长期缺勤的自闭症学生。讨论了对未来研究的影响。