High School Experiences and Support Recommendations of Autistic Youth.

Bertschy et al. (2020) asked autistic high-schoolers what school felt like. They used an online survey so students could answer in private.

The team also asked students what teachers, parents, and classmates could do better. They kept track of gender and LGBT status to see if views differed.

Two-thirds said autism made school harder. Still, most rated staff and family support as good.

Girls and LGBT students told a different story. They wanted more care, quality time, and real peer friendships.

Maïano et al. (2016) pooled 17 studies and found 44% of autistic students face bullying. Kristen’s data look brighter, but the survey did not ask about bullying directly, so the numbers are not in conflict.

Frankenstein et al. (2026) surveyed similar teens and showed 40% feel ignored, a link to later anxiety. Kristen’s call for “more quality time” matches that warning.

Wormald et al. (2019) moved the question to college. Autistic students there blamed general disability stigma, not autism itself. Kristen shows the seeds of that view are planted in high school.

Zakai-Mashiach (2025) used interviews and found self-acceptance rises by senior year. Kristen’s mixed ratings fit that arc: struggle early, some relief later.

You can’t fix what you don’t ask about. Give students a quick, anonymous poll on care, peer time, and safety. Use the results to pick one small change—maybe a daily check-in or peer buddy—and track if students feel heard.