Active Engagement Research Articles

“It is the best Tool we have, but that doesn’t mean it’s a Good Tool”: Czech Civically Engaged Youth Actors on Tackling the Ambiguity of Using Digital Media

This paper explores the ambiguities of using digital media in youth’s civic engagement, acknowledging the unprecedented transformation of the senses of public and private, and the pivotal role of the digital context in shaping citizenship. It presents results from a thematic analysis of post-sorting interviews conducted within a Q research among civically engaged youth actors aged 13-18 (n=20) from Czechia, mapping their experiences with digital media. The study identifies six key themes that point to the ever- present balancing of the risks and opportunities in pursuing the participants’ agendas online. The results reveal a high level of online resilience and digital literacy of the participants, exposing coping strategies they adopt while navigating the online spaces. The study also reports on the transformed notion of sociality, pointing to the glocal implications for active engagement in the digital age, which allows garnering support from peer groups and communities on a transnational basis.

Value for Value: Social Entrepreneurship Education Through Value Creation Extracurricular Activity

Social entrepreneurship education is instrumental in developing future change agents to help tackle major social challenges. However, there is limited research on the effective teaching methods and theoretical bases that guide social entrepreneurship educators and students. This study extends this discourse by integrating value creation and experiential learning through extracurricular activities. Using a longitudinal quasi-experimental design in a natural setting, we examined the impact of participation and active engagement of students in social value creation extracurricular activity on their social entrepreneurial intention and self-efficacy. Our findings indicate that value-creation extracurricular activity positively impacts social entrepreneurial intention and self-efficacy. Our research establishes a theoretical basis that guides educators and students in social entrepreneurship education and demonstrates the effectiveness of the value-creation approach through extracurricular activity in teaching social entrepreneurship.

Residents’ perceptions of tourism development in the context of a new governance framework for Portuguese protected areas: The case of a small peripheral natural park

Historically, Portuguese protected areas (PAs) have been operating under top-down governance, often neglecting local communities. In 2019, the Portuguese government established a new governance model for PAs, based on co-management. The new co-management approach emphasises collaborative and participatory governance and positions sustainable tourism as a catalyst for territorial revitalisation and local development. However, local communities' attitudes and perceptions regarding tourism in these areas remain largely uncharted. This study focuses on the Alvão Natural Park (PNAL), a small rural and mountainous Portuguese PA, which is currently in the early stages of co-management implementation. Our goal was to investigate local residents' perceptions of tourism's impacts and identify potential divergence among resident groups and their level of support for tourism development. These insights are crucial because the active engagement of local communities is a key element for sustainable tourism development and the successful implementation of co-management. The study employed a self-administered survey, garnering responses from 250 PNAL residents representing over half of the park's population. Factor analysis identified four primary perceptual dimensions and cluster analysis classified residents into three distinct groups based on their tourism perceptions. While most PNAL residents express support for tourism development, there is a resounding call for new policies to revert the legacy of top-down governance. This research provides essential insights for shaping effective tourism policies, planning and development strategies, and ensuring the active involvement of local communities in co-management and sustainable development efforts within the PNAL. Moreover, this study demonstrates the applicability of this research approach in the context of evolving governance models with the potential for adaptation to other PAs across Portugal and other countries undergoing similar governance transitions.

Association of depressive symptoms and engagement in physical activity with event-free survival in patients with heart failure

BackgroundHeart failure (HF) subtype, depressive symptoms, and physical inactivity independently contribute to survival outcomes, but the effect of the interaction of these variables on survival outcomes remains unknown. ObjectivesWe aimed to determine whether depressive symptoms and engagement in physical activity differentially interact to predict the combined endpoint of all-cause death or rehospitalization among patients with HF and reduced (HFrEF) or preserved ejection fraction (HFpEF). MethodsThis study was a secondary analysis. The sample was categorized by the presence or absence of depressive symptoms, and engagement or non-engagement in physical activity. Cox proportional hazard modeling was used to predict the combined endpoint of all-cause death or rehospitalization. ResultsA total of 1002 patients with HF were included (mean age 64.3 ± 12.7 years; 637 males [64 %]; 844 White [84 %]). Among them, 35.3 % did not engage in physical activity, while 64.7 % engaged in any level of physical activity, and 29.7 % had depressive symptoms. In both subtypes, depressive symptoms were associated with the highest risk of all-cause death or rehospitalization. Among patients with HFrEF, those with depressive symptoms who did not engage in physical activity were associated with a 136 % higher risk of the combined endpoint, while among those with HFpEF, depressive symptoms and engagement in physical activity were associated with a 78 % higher risk. ConclusionsDepressive symptoms and lack of physical activity predicted the combined endpoint of all-cause death or rehospitalization among patients with HFrEF, while depressive symptoms alone were the strongest predictor among patients with HFpEF.

All Students Can Benefit from a Personal Response System Pedagogy that Encourages Active Engagement Yet Lowers Barriers to Implementation

All Students Can Benefit from a Personal Response System Pedagogy that Encourages Active Engagement Yet Lowers Barriers to Implementation

Online complementary interventions for the development of social communication in children during the early stage of the COVID-19 pandemic

For elementary school children, engaging in diverse communication experiences with peers of varying ages during free play is crucial for developing social adaptability. However, the COVID-19 pandemic caused an unprecedented interruption to this learning process, as the new school year in Japan, which typically starts in April, began with widespread school closures. A novel intervention was implemented to address the ongoing societal constraints of the “stay-at-home” mandate and the uncertainty surrounding its duration. This intervention aimed to facilitate and promote peer communication while minimizing the risk of COVID-19 infection. It utilized then-unfamiliar Internet-based conferencing systems on Children’s Day, 1 month into the new school year. We explored two main analytical aspects to enhance the efficacy of this communication method: first, the types of play proposed by children that attracted the highest participation from unfamiliar peers; second, the duration of participation and communication, particularly regarding age and gender differences. Remarkably, despite only 2 days’ notice, 15 children aged 4 – 14 from five different, previously unknown communities located 1,000 km apart participated enthusiastically. In the first investigation, 12 types of play were introduced by the children. The most engaging activities included collaborative drawing on a shared online whiteboard and a scavenger hunt for specified objects. Notably, older children participated significantly longer in the online presenter’s activities, while younger children preferred to play within their own community. This study proposes that online conferencing can facilitate social interaction among children during pandemics. The intervention successfully fostered collaborative play among children of varying ages and from distant locations. In addition, the findings indicate the necessity to adjust the quality and focus of interventions based on age-specific psychological development. Further verification with more implementation examples and a larger participant pool is required.

Training learners to use Quizlet vocabulary activities on mobile phones in Vietnam with Facebook

Mobile phone ownership among university students in Vietnam has reached almost 100%, exceeding that of Internet-capable desktop computers. This has made them increasingly popular to allow learners to carry out learning activities outside of the classroom, but some studies have suggested that learners are not always willing to engage in activities outside of the classroom (Kim et al., 2013). Recent research has suggested that providing training to learners that includes not only how but also why activities are important can improve learner engagement in mobile-based activities (Stockwell & Hubbard, 2014). In this paper, Vietnamese learners of English engaged in vocabulary and grammar tasks using the Quizlet app on their mobile phones outside of class time. Learners were provided with technical training in class, while ongoing strategic and pedagogical training were provided through a combination of in-class activities and interactions through a dedicated Facebook page over a 5-week period. Usage patterns of the site were recorded through a learning journal and interactions on the Facebook page were analysed to determine the nature of the discussions that took place. Learner attitudes towards the tasks and the training were examined through pre- and post-questionnaires and a focus group discussion. The results are discussed in terms of the problems encountered, and some suggestions for providing appropriate training to learning through mobile phones outside of class through social networking.

Psychological autopsies: religious and spiritual factors for suicide in cases and controls.

In recent years, there has been a growing body of evidence supporting the notion that spirituality and religion can improve one's physical and mental health. Studies show that religion and spirituality play a significant role in the suicidal path. Considering the dearth of data on the patterns of suicidal thoughts, acts and related factors in Pakistan, a country with a large Muslim population and stigma with sociocultural perceptions of religious notions, the current study investigated the role of religious and spiritual factors of suicide using psychological autopsies. Purposive sampling was used to gather retrospective data records from police stations and hospital forensic departments in Rawalpindi and Islamabad, Pakistan, between January 2021 and July 2022. In total, 60 samples (30 cases and 30 controls) were used in this autopsies investigation. As with the majority of case control studies, the study sample cases were matched with the controls. At least two close bereaved family members served as the primary information sources, and data was gathered using the Semi Structured Interview Protocol for Psychological Autopsies. According to statistical analysis, both the suicide cases and the controls were comprised mostly of Muslim individuals. They follow Islam and hold the view that suicide is prohibited, forbidden, and haram in Islam. Regarding spirituality and religion, the majority of cases, according to the respondents interviewed, were not spiritual at all, while the controls are slightly spiritual. While the majority of both cases and controls had reduced interest in or practice of religious activities over the past year, a higher number of cases rarely performed and attended the religious services/activities as compared to controls. It was thus evident that the cases lacked significant engagement in spiritual and religious activities, and their attendance at such gatherings had notably decreased in the year preceding the suicide attempt. This decline in involvement in spiritual and religious practices might be linked to decreased levels of satisfaction, sense of belongingness, which could raise the risk of suicide. Therefore, in nations where Muslims predominate, culturally relevant suicide prevention initiatives including spiritual and religious treatments aimed at reducing the risk of suicide should be considered.

Social Gaming to Decrease Loneliness in Older Adults: Recruitment Challenges and Attrition Analysis in a Digital Mixed Methods Feasibility Study.

Digital mental health interventions could sustainably and scalably prevent and reduce loneliness in older adults. We designed an app containing 29 text-based games and a questionnaire-administering chatbot to stimulate intergenerational contact. This study aims to evaluate the feasibility of a social gaming app in reducing loneliness among older adults by evaluating recruitment strategies, data collection procedures, and gameplay activity. This mixed methods study recruited participants via newsletters, articles, and a social media campaign. We used semistructured interviews and descriptive analysis of questionnaire answers and game data to assess feasibility. Key measures included recruitment reach and efficiency, participant demographics, in-app activity, and app usability and engagement feedback. The social media campaign reached 192,641 potential participants, resulting in 1363 game downloads. A total of 155 participants (aged 65 years and older: n=34, 21.9% and aged less than 65 years: n=121, 78.1%) provided informed consent, yielding a conversion rate of 0.08%. The recruitment campaign focusing on distanced playful interaction had a significantly (P<.001) higher click-through rate (1.98%) than a campaign focusing on research participation (click-through rate=0.51%; P<.001). The overall conversion rate from advertisement exposure to research participation was 0.08%. Participants had a mean age of 48 (SD 16) years. The 65 years and older group averaged 70 (SD 5) years, while the less 65 years group averaged 42 (SD 12) years. Additionally, 45.2% (57/126) reported at least moderate levels of loneliness at baseline. Of the initial 554 players, 91 (16.4%) remained active after the first week, and 32 (5.8%) remained active for more than 90 days. Active participants tended to interact with those within their own age group, as indicated by a Pearson correlation of r=0.31 between the ages of the message sender and receiver. Interviews with 12 (48%) participants (aged 65-79 years; female: n=12, 83%) revealed barriers such as excessive chatbot questions and a mismatch between the target group and app design focus. Questionnaire completion rates dropped from 46% at baseline to 10% at follow-up. These findings underscore the challenges of recruitment and retention for older adults in a fully digital social gaming intervention. Effective recruitment strategies and targeted app design are crucial for engagement. Based on these insights, future interventions should focus on simplified interfaces, clear guidance for gameplay, and addressing the specific needs and preferences of older adults, thereby enhancing the effectiveness of digital mental health interventions.

Integrating experiential learning into online facilitation at the National Open University of Nigeria

ABSTRACT This paper underscores the significance of experiential learning, emphasising active engagement and practical application, particularly in the realm of online education. This research is focused on the National Open University of Nigeria (NOUN). The study employs a survey research design involving internal and external online facilitators. The research explores the perceptions, benefits, challenges, and potential strategies for integrating experiential learning into online facilitation. With a sample size of 276, data collection utilised a structured questionnaire, and analysis involved descriptive and inferential statistics. The study’s findings have practical implications, informing policy decisions, instructional design practices, and faculty development initiatives at NOUN, ultimately aiming to enhance the holistic and immersive learning experience for online learners. The conclusion emphasises the potential of integrating experiential learning to elevate the quality, effectiveness, and real-world preparedness of NOUN’s online programmes, fostering student engagement and critical thinking.

‘A series of abject failures’: Navigating the pitfalls of place‐based participatory histories

AbstractWhile historical geographers and historians increasingly recognise the benefits of and need for participatory research, the rigid structures regimenting academic practice have acted as barriers to successful knowledge exchange. Community involvement and place‐based research come with a number of challenges characterised by miscommunications, frustrations, and failures. This paper reflects on findings that emerged from a three‐month internship investigating public and community engagement activities at the Centre for History, University of the Highlands and Islands (UHI). The internship was the outcome of a collaboration between UHI and the Centre for the History of People, Place, and Community (CHPPC), Institute of Historical Research London (IHR). Based on interviews with UHI academics and heritage institutions beyond the Higher Education sector based across the Highlands and Islands, the paper explores the inevitable pitfalls that comes with community engagement and the ethical questions raised by knowledge co‐production.

Interconnecting peer feedback literacy: Exploring the relationship between providing and acting on peer feedback

Recent research highlights the concept of feedback literacy, focusing on students’ active engagement in feedback processes, including giving and receiving peer feedback. However, most studies rely on self-assessments through surveys and interviews, with few examining actual feedback behaviors. This study explores the behavioral aspects of peer feedback literacy among 844 high school students using an online system for peer feedback and revisions. Multiple measures related to provided ratings and comments as well as use in revisions were extracted using systematic coding. Factor analysis and structural equation modeling identified two distinct elements of high-quality feedback provision—providing features and rating validity—and confirmed a moderate correlation between the ability to provide quality feedback and the use of feedback. These skills were weakly correlated with writing ability. This research contributes to the emerging literature of peer feedback literacy and supports the development of more effective peer feedback training approaches.

Efficacy of wooden toy training in alleviating cognitive decline in elderly individuals with cognitive impairment: A cluster randomized controlled study.

With the increasing global aging population, the health and welfare of elderly individuals, especially individuals with prevalent mild cognitive impairment (MCI) living in nursing homes, have become critical concerns. These concerns highlight the urgency of developing effective interventions to address the cognitive and psychological needs of elderly individuals, ensuring their well-being and alleviating the burden on their caregivers. This study investigates the impact of wooden toy training on mitigating cognitive decline in elderly individuals with cognitive impairment. It evaluates how this training influences cognitive functions and psychological well-being, exploring whether it can slow or reverse the progression of cognitive decline. This outcome will be assessed in a randomized controlled trial, in which changes in cognitive ability and psychological health indicators among the participants will be measured. A two-arm, open-label, cluster-randomized controlled trial. The study was conducted in two nursing homes, which served as both the recruitment sites for participants and the intervention locations. These nursing homes were selected for their ability to facilitate the intervention and for their representative demographic characteristics of the elderly population. The settings provided a controlled environment that was conducive to implementing the wooden toy training program and observing its effects on the participants. A total of 76 elderly participants with mild cognitive impairment but functional independence were recruited. Participants were randomized into an intervention group and a control group. The intervention group engaged in an 8-week wooden toy training program, whereas those in the control cohort received customary nursing care. Standardized cognitive and psychological well-being measures were used to assess improvements in cognitive performance and mental health. Significant improvements were observed in the cognitive functions of the intervention group from a baseline score of M = 13.11 to M = 16.29 postintervention (95% CI [-4.44, -1.93]), along with reductions in depressive symptoms from a baseline score of M = 8.63 to M = 7.18 (95% CI [0.38, 2.51]). Additionally, engagement in activities with wooden toys significantly satisfied their need for competence, increasing from a baseline of M = 16.29 to M = 20 postintervention (95% CI [-5.92, -1.51]), and relatedness, which improved from a baseline of M = 20.32 to M = 22.95 (95% CI [-4.73, -0.53]). This study underscores the potential of a wooden toy intervention in nursing homes that combines cognitive challenges with traditional cultural elements to improve cognitive functions in elderly individuals with mild cognitive impairment. Our findings suggest a novel method of promoting the cognitive and psychological health of nursing home residents through emotional comfort and social interaction.

Saudi Viewers Watching Foreign Medical Dramas: A Uses and Gratification Approach

Medical dramas have become a widely consumed media genre, providing audiences with health information and entertainment. Based on the uses and gratifications theory, this study analyzed the factors motivating Saudi medical students to watch foreign medical dramas and explored how these motivations were related to their engagement (selectivity, attentiveness, and involvement) and use of the health knowledge acquired. Data were collected from 2,004 Saudi undergraduate and graduate students (age: 19 to 26 years) enrolled in both pre-clinical and clinical stages of their medical education at several Saudi universities. Participants reported regular viewing of foreign medical dramas. The sample included students from diverse academic stages to ensure representation across both early and advanced levels of medical training. The findings indicated that students primarily watched medical dramas for entertainment and relaxation rather than for health-related insights. However, the desire for health-related knowledge was the only motivation directly linked to the use of information from these dramas. Entertainment motivations had an indirect positive impact on health information use through active engagement, while attentiveness to storylines negatively influenced information utilization.

Influencing physician distribution through education: a qualitative study on retention in Japan’s rural hospitals

BackgroundAddressing the shortage of healthcare professionals in rural Japan poses significant challenges. At Sanmu Medical Center, incorporating resident physicians into a general medicine training program has proved effective in retaining them as supervising physicians. This study aims to identify the key factors contributing to the success of such programs.MethodsWe used a qualitative research design to comprehensively understand the factors contributing to physician retention in regional community hospitals in areas with physician shortages. Interviews were conducted with four experienced physicians, including the center director, who participated in the general or family medicine training programs at Sanmu Medical Center. Using a semi-structured questionnaire, we explored the factors influencing physician retention in community-based hospitals experiencing shortages. Two physicians specializing in community medicine conducted a content analysis under the supervision of three experts in community-oriented medical education and qualitative research. This approach helped compare retention factors perceived by physicians and the center director.ResultsContent analysis revealed 10 categories and 47 subcategories. The analysis revealed that “Educational activity” and “Supervising physicians and guidance system” are crucial for physician retention in rural hospitals in Japan. The study highlighted key educational factors contributing to retention: engagement in educational activities led to personal and professional growth, creating a rewarding experience for the physicians. Furthermore, a structured supervising physician system provided essential guidance and mentorship, improving the educational environment. Diverse learning opportunities and protected learning times were identified as critical for fostering a sustainable commitment among physicians to work in rural settings. These findings contribute to existing literature by detailing how structured educational activities and mentorship programs in rural hospital settings can significantly impact physician retention.ConclusionsCommunity-based medical education programs that focus on diverse clinical settings, mentorship, and a supportive work environment can enhance physician retention in rural areas. By fostering such educational and professional environments, healthcare institutions can address physician maldistribution and improve care quality in underserved communities. Our study offers practical insights that can be replicated or adapted by other rural hospitals facing similar challenges. It offers targeted strategies to address the unique challenges faced by female physicians in rural healthcare settings.

A change of mind: Error motivation is shaped by error perceptions in different learning environments

Background The medical profession has traditionally had a culture of “blame and shame,” despite the importance errors have for learning, motivation, and improvement of clinical skills. This study aimed to explore how medical students and newly graduated doctors perceive errors across different learning contexts and levels of expertise, and how error perceptions influence motivation and engagement in learning activities. Methods Semi-structured interviews were conducted, and thematic analysis was used to identify themes. Survey questions were developed based on the themes. The final survey included 27 questions divided into three sections. The survey was distributed via RedCap to medical students in year 1, year 4, and year 6 together with newly graduated doctors in Denmark. Results Of the 541 respondents, a majority anticipated making errors in both non-clinical (77.4%) and clinical (61.5%) learning situations, finding them motivating for participation (91.9% and 96.2%, respectively). A psychologically safe learning environment was seen to enhance the perception of errors as learning opportunities (96.9%) and increase risk willingness (96.3% non-clinical, 97.7% clinical). Respondents focused on the specific errors they made (86.0%), and their supervisors were perceived to focus more on correct handling of errors (70.7%). Respondents expected to conduct fewer errors in non-clinical learning situations in PGY-1 compared to medical students in year 1 (F(3529) = 3.0, adjusted p = 0.03). They showed an increase in risk willingness in clinical learning situations from year 6 to PGY-1 (F(3520) = 2.7, adjusted p-value 0.006) as long as the learning situations were considered psychologically safe. Conclusion The study suggests that a psychologically safe learning environment mitigates the “shame and blame culture” associated with errors. Respondents generally embraced errors as valuable learning experiences but noted a lack of specific error-related feedback. These findings underscore the nuanced relationship between errors, explicit learning activities, and supervisor support in medical education.

Decision Support System for Extracurricular Determination to Increase Student Involvement in Activities Outside the Classroom Using the AHP Method

SMK Dharma Pancasila Medan is a private school located at Jl. Dr. T. Mansyur No.71 C Medan, Kel. PB Selayang. Currently, the selection of extracurricular activities at the school relies on a conventional manual system, lacking a formal system to identify the best extracurricular activities among the available options. This study aims to develop a Decision Support System (DSS) using the Analytical Hierarchy Process (AHP) method to evaluate and prioritize extracurricular activities based on four main criteria: achievement, short-distance running, height, and discipline. The system is designed to provide objective and measurable recommendations, facilitating students in choosing the most suitable extracurricular activities to enhance their success in out-of-class activities. The research findings demonstrate that the DSS developed with the AHP method is effective in providing accurate recommendations and increasing student engagement in extracurricular activities. The analysis and assessment process using AHP results in more targeted decisions aligned with the goal of enhancing student involvement. Overall, the system not only aids students in optimal extracurricular selection but also contributes to the development of better extracurricular activity strategies at SMK Dharma Pancasila Medan. This research enriches educational theory and practice by offering practical solutions to the challenges in extracurricular selection and enhances the overall educational experience for students.

Mental health and resilience in young people on Saint Helena Island.

This study explored the mental health needs and strengths of young people (aged 11-18 years) living on the remote island of Saint Helena (SH). 24 young people and their carers completed standardised inventories assessing mental health and resilience, of whom 15 of the young people and their carers participated in semi-structured interviews enquiring into mental health awareness, contributing factors to young people's mental health and resilience, as well as experience with local mental health services. Descriptive data were reported based on the quantitative measures and thematic analysis was applied to the interview transcripts. A number of young people were found to meet criteria for mental health problems while they showed high levels of resilience. The themes derived from young people's interviews were broadly centred around mental health boosters, including personal successes, social interactions, engagement in pleasurable activities and use of anxiety management strategies; and around limitations of living in SH in terms of limited resources and difficulty in maintaining trust in the community. From the carers, the themes revolved around awareness of mental health needs and strengths in young people, perceived barriers to access support mainly due to apprehensions around stigma and anonymity. Recommendations for improvement of mental health provision are made.

Impact of family engagement on client participation in coordinated specialty care for first episodes of psychosis

BackgroundCoordinated specialty care (CSC) programs for first episodes of psychosis are increasingly offered in the United States. A component of CSC programs is active family engagement in treatment, though research on the impact of this engagement is limited. This study examined the characteristics of families engaged compared to families not engaged in treatment, and the impact of family engagement on client participation and medication adherence over the first 6 months of treatment.MethodsUsing data from the Early Psychosis Intervention Network (EPINET) research hub in Minnesota (EPI-MINN), we compared two groups of individuals: clients who had a family member(s) engaged in their treatment vs. clients who did not. Family engagement was defined as any treatment services provided to a family member(s) by CSC clinical staff. The groups were compared on intake demographic variables, duration of untreated psychosis (DUP), hospitalizations, symptom severity, and functioning. A comparison of the total number of treatment visits during the first 6 months of treatment was tested using both nonparametric (Mann Whitney U) and parametric (ANCOVA) tests. Group comparisons on self ratings of “intent to attend visits,” “intent to complete the program,” and medication adherence were tested with ANCOVA and Chi-Square.ResultsFamily-engaged clients were younger, with less years of education, and more often White; clients without family engagement were more often Black. Family engagement was positively associated with increased total number of visits for all interventions with the exceptions of client peer support and case management visits. Family engagement increased clients’ self-reported intent to attend visits, though not intention to complete the program, which was moderately to markedly high in both groups. No differences were noted with medication adherence, with high rates of adherence across the entire study sample.ConclusionsOverall, results of the study support the benefits of family engagement in CSC on client participation, though future research is needed to understand why Black families are less engaged and what treatment adaptations are needed to reduce these racial differences. The results also support the value of CSC programs for medication adherence, a critical factor in symptom reduction and mental health recovery.

A systematic review: Which psycho-social-environmental factors do autistic students identify as being important for positive experiences in mainstream secondary school?

Research has shown that many autistic students do not thrive in mainstream secondary schools. Often studies focus on the challenges autistic people face rather than what supports thriving. We reviewed published articles, exploring what factors helped autistic people create a positive experience in school from their own perspective. We identified 36 studies and analysed the direct quotes made by autistic adolescents and adults in these studies. Factors important for positive experience included the autistic student feeling understood and accepted by adults and peers in school, being able to shape sensory and social environments in ways that suited them and accessing engaging activities. This review highlighted ways in which schools can become more inclusive and positive environments for autistic students.