School Related Uncertainty and Anxiety: Perspectives of Autistic Students, Parents, and Education Professionals

Abstract

A key mechanism in the development and maintenance of anxiety in autistic youth is “intolerance of uncertainty,” a tendency to believe that unexpected events are negative. The school environment presents unique challenges in terms of uncertainty, but little is known about this phenomenon. The aim of this study was to explore anxiety related to uncertainty in a school setting, specifically which situations elicit uncertainty, consequences of this uncertainty, and how uncertainty is experienced and managed. Focus groups and interviews were conducted using a semi-structured topic guide. Participants were six autistic youth aged 13−14 years, 12 education professionals from a variety of education settings, and six mothers. Data was analyzed with thematic analysis. Three overarching themes Communication; Agency; and Managing Uncertainty highlighted the importance of anticipating autistic youth's needs and having shared understanding between everyone involved in supporting the autistic youth, the need for control and trust as coping skills, and the impact of school-related uncertainty on young people both within and beyond their education. This study is the first to explore anxiety related to uncertainty and its impact on educational experiences for autistic youth in the school setting. Findings highlight a need to develop a school-based intervention to support autistic youth experiencing anxiety to develop the skills and strategies to cope with uncertainty.