"Why single me out"? Peer mentoring, Autism and inclusion in mainstream Secondary schools

There has been a significant increase in the number of students with autism attending mainstream educational provision over the past decade. Research shows that these students are at higher risk of negative socio-emotional... [ view full abstract ]

There has been a significant increase in the number of students with autism attending mainstream educational provision over the past decade. Research shows that these students are at higher risk of negative socio-emotional outcomes during adolescence than their peers. Peer mentoring was identified as an educational approach that may reduce these risks and a new peer mentoring programme was developed by the researcher. The programme was unique in that all students acted as peer mentors for each other. A combination of quantitative and qualitative measures were used to evaluate the effectiveness of the programme on levels of self-esteem, social satisfaction and bullying for Year 7 students with autism in mainstream secondary schools. 12 students with autism and 36 students without autism participated in the 6 month programme across five schools. Students with autism were assessed at the start of the programme and again at the end using the Harter Self-Esteem Questionnaire, Loneliness and Social Dissatisfaction Scale and the Anti-Bullying Alliance survey. Semi-structured interviews were conducted to record their views and experiences of the peer mentoring programme. Significant gains in self-esteem, social satisfaction and a reduction in bullying over the course of the programme were seen. These findings highlight the importance of approaches promoting social competence and has wider implications on the way educational approaches, strategies and interventions are developed and delivered in schools.