Picture my well-being: Listening to the voices of students with autism spectrum disorder

Abstract

BackgroundStudent well-being, though widely researched, continues to be a poorly defined concept. Few student well-being studies focus on students with autism spectrum disorder (ASD), who may have a poorer sense of well-being compared to typically developing students. AimsThe current study aims to explore the conceptualisation, barriers, and ways to enhance the well-being of students with ASD from their perspectives. Methods and proceduresPhotovoice, a participatory research method was used to elicit the views of 16 high school students with ASD to explore the concept of well-being. Data analysis was conducted using a grounded theory approach. Outcomes and resultsStudents conceptualised well-being as multidimensional, identified sensory barriers, social barriers, and barriers that were associated with learning, and several external and internal assets that could support their well-being. Conclusions and implicationsTo promote well-being, barriers should be mitigated, while external and internal assets developed. Researchers should also consider the use of Photovoice to enable students’ meaningful participation in research studies.