'It just feels unnatural being here': Autistic secondary school students' experiences of sensory sensitivities in the school environment.
Autistic secondary students say mainstream schools overload their senses—give them quiet rooms and softer lights now.
01Research in Context
What this study did
Price et al. (2025) asked autistic secondary students to photograph and talk about their school day.
The kids showed what lights, noises, and crowds felt like in their own words and pictures.
All interviews happened in regular state schools across England.
What they found
Students said the building felt like 'an attack' on their senses every period.
They begged for one silent room and softer lights, but got mixed help from staff.
Without steady support, many hid in toilets or skipped class to escape the buzz.
How this fits with other research
Taels et al. (2023) first used the same photo-voice method with autistic people of all ages. Jennifer extends that lens into secondary schools, showing the hallway bell is a daily trigger.
Esqueda Villegas et al. (2025) interviewed the same age group the same year. While Fernanda heard kids ask for clear teacher rules, Jennifer hears them ask for quiet rooms. Together they prove autistic teens want both structure and sensory refuge.
Barton et al. (2019) counted parent forms and found sensory pain predicts repetitive actions. Jennifer’s teens confirm the link: they rock, tap, or bolt when noise spikes.
Hwang et al. (2020) linked sensory issues to anxiety through ‘I can’t predict what’s next.’ Jennifer’s students echo that: flickering lights and surprise fire drills spike their worry most.
Why it matters
You can act today: swap fluorescent bulbs for warm LEDs, let students pick a quiet corner, and give advance fire-drill warnings. These cheap moves cut sensory overload and may lower avoidance behaviors and anxiety without a full IEP rewrite.
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02At a glance
03Original abstract
Autistic young people often struggle to cope with the daily demands of school and are likelier to experience poorer wellbeing and educational outcomes than their non-autistic peers. Among other factors, this may be because mainstream settings are unsuitable for individuals' sensory needs. Evidence suggests the unpredictable multi-sensory nature of school can elicit sensory distress, adversely affecting behaviour and learning. However, existing literature has primarily taken a top-down deductive approach and largely neglected autistic voices. The present study, therefore, employed a participatory approach and photo-voice semi-structured interview method to explore autistic students' sensory experiences in a mainstream secondary school in the U.K. The sample consisted of six students aged 12-16 years with a clinical diagnosis of autism attending a state comprehensive school in Suffolk, U.K. Through reflexive thematic analysis, three main themes were identified: (1) impact of the school environment; (2) the importance of safe spaces and (3) levels of support and understanding. This study's findings suggest autistic students are routinely overstimulated, overwhelmed and lack adequate support to overcome sensory barriers in mainstream settings. This study has implications for further participatory research and inclusive practice to ensure better educational experiences and outcomes for autistic young people.Lay AbstractAutistic young people often struggle to manage and respond to sensory stimuli within the school environment, impacting wellbeing, energy levels and the ability to learn. We asked six autistic students aged 12-16 years about their sensory experiences at secondary school. Specifically, we asked students to photograph areas in school that they positively and negatively associated with sensory stimulation, and follow-up interviews focused on these photographs and individuals' sensory experiences. Many studies previously examined the sensory impact of school on autistic children. However, few studies have considered how autistic children think and feel about how their sensory differences affect them in school. Therefore, this study aimed to investigate autistic students' firsthand accounts of sensory challenges within a secondary state school in the U.K. Students spoke about the detrimental effects of the school environment on their sensory needs and the importance of quiet spaces to recharge. Students also described a lack of consistent and adequate support to overcome daily sensory barriers. Generally, participants desired acceptance and understanding of their autistic identity and differences. This study has implications for future practice and research. With increasing numbers of autistic children attending mainstream schools, central and local governments must increase funding and support to equip schools and staff with the necessary training and resources to meet autistic students' sensory needs. Increased provision of quiet rooms and low-cost environmental modifications (such as replacing fluorescent lighting) may also reduce sensory distress. Despite its complexities, empowering autistic young people to have their say is essential and may improve long-term outcomes.
Autism : the international journal of research and practice, 2025 · doi:10.1177/13623613251333860