“No one learns like me”: Zooming in on the needs, interactions, and classroom experiences of autistic students in mainstream secondary education in the Netherlands and Mexico

With the growing emphasis on inclusive education, more autistic students are now joining mainstream classrooms. However, their unique challenges in social communication and interaction are often seen as obstacles to full inclusion. As a result, many do not experience the same benefits from these environments as their peers. This dissertation examined the experiences of autistic students attending mainstream secondary schools in the Netherlands and Mexico—two United Nations member states committed to inclusive education.

The project highlights several ways in which schools can better support autistic learners. First, teachers themselves require support—particularly in developing strategies to identify students’ interests, collaborate with colleagues, and implement autistic-friendly learning approaches. At the same time, it is crucial to focus on the perspectives of autistic students, as teachers may not always accurately perceive their needs. Although there are differences between the experiences of autistic females and males, both groups emphasize that school is not only about academic success, but also about developing a sense of belonging and fostering emotional well-being. Additionally, regardless of individual characteristics and needs, autistic students tend to engage more fully when lessons provide both autonomy and structure. Finally, positive interactions with teachers and peers further support their learning and help them achieve their goals.

In conclusion, this research proposes that many simple, practical steps—rooted in understanding students’ needs, and creating an autistic-friendly environment—can enhance the inclusion of autistic learners in mainstream education.