Whose voices are being heard? A scoping review of research on school experiences among persons with autism and attention deficit/hyperactivity disorder

Figures & data

Figure 1. Adapted PRISMA flow diagram (Page et al. 2021) indicating decisions made in study selection.

Table 1. Overview of search terms.

child OR childs OR children* OR student* OR pupil*

ADHD OR ‘attention deficit hyperactivity disorder*’ OR ‘attention deficit disorder*’ OR ‘Attention-deficit/hyperactivity disorder*’ OR ‘Attention-deficit hyperactivity disorder*’ OR Autism OR Autistic OR Asperger* OR neurodevelopmental

experience* OR voice* OR view* OR perspective*

school* OR education

Table 2. Overview of the articles.

Author, year	Country	Disability	Year	Gender	Ethnicity	Class	Sampling	Design	Data	Method
AindriÚ (2020)	Ireland,UK	autism	P	-	-	-	school	QL-U	-	Pm
Aubineau and Blicharska (2020)	France, Canada	autism	S	24 M, 2 F	-	-	govt.	QL-U	-	Int
*Bartlett, Rowe, and Shattell (2010)	USA	ADHD	YA	13 F, 3 M	Yes	-	SE unit	QL	-	Int
Blagrave (2017)	USA	autism	P	9 M, 1 F	-	-	teacher	QL-U	O	Mm
*Bolic Baric et al. (2016)	Sweden	autism ADHD	YA	7 M, 6 F	-	-	govt.	QL	-	Int
Bradley and Male (2017)	UK	autism	P	4 M	-	-	school	QL-U	P, T	Mm
Brede et al. (2017)	UK	autism	S	8 M, 1 F	Yes	Yes	SE unit	MM	P, T, DT	Mm
Carrington and Graham (2001)	Australia	autism	P & S	2 M	-	Yes	teacher	CS-I	P	Int
Carrington, Templeton, and Papinczak (2003)	Australia	autism	S	4 M, 1 F	Yes	-	teacher	CS-I	-	Int
Connor (2000)	UK	autism	S	15 M, 1 F	-	-	teacher	QL-U	T	Int
Costley et al. (2021)	UK	autism	S	11 M, 7 F	-	-	govt.	QL-P	-	Int
Daniel and Billingsley (2010)	USA	autism	S	7 M	-	Yes	multiple	QL	P, T, O, DT	Int
Danker, Strnadová, and Cumming (2019)	Australia	autism	S	15 M, 1 F	-	-	school	QL-U	-	Pm
Dann (2011)	UK	autism	P to S	5 M, 1 F	-	-	SE unit	QL	P, T	Int
de Verdier, Fernell, and Ek (2018)	Sweden	autism	P & S	3 M, 3 F	-	-	other	QL	P, T, DT	Int
*Dunne and Moore (2011)	UK	ADHD	YA	1 M	-	-	-	Na	P	Int
Fortuna (2014)	UK	autism	P to S	3 M, 2 F	-	-	-	MM	P, T	Mm
Gibbs (2018)	Australia	ADHD	S	6 M	-	-	-	CS-I	-	Mm
Gibbs, Mercer, and Carrington (2016)	Australia	ADHD	S	6 M	Yes	-	other	CS-I	P, T, DT	Mm
Goodall (2018)	UK	autism	S	10 M, 2 F	-	-	SE unit	QL-P	-	Mm
Goodall (2019)	UK	autism	S	7 M	-	-	SE unit	QL-P	-	Mm
Goodall (2020)	UK	autism	S	10 M, 2 F	-	-	SE unit	QL-P	-	Mm
Goodall and MacKenzie (2019)	UK	autism	S	2 F	-	-	SE unit	QL	-	Int
Hamilton and Astramovich (2016)	USA	ADHD	P	1 F	-	-	other	CS-I	P, T, O, DT	Int
Hannah and Topping (2013)	UK	autism	P to S	8 M	-	-	Govt.	MM	P	Mm
Hay and Winn (2005)	Australia	autism	S	7 M, 2 F		-	school	CS-S	P, T	Mm
Healy, Msetfi, and Gallagher (2013)	Ireland	autism	P	11 M, 1 F	-	-	com	QL-U	-	Int
Hebron and Bond (2017)	UK	autism	S	4 M	-	-	school	MM	P	Int
Hill (2014)	UK	autism	S	-	-	-	-	QL	-	Pe
Honkasilta and Vehkakoski (2019)	Finland	ADHD	P to S	1 F	-	-	com	Na	P	Int
Honkasilta, Vehkakoski, and Vehmas (2016)	Finland	ADHD	S	11 M, 2 F	-	-	com	Na	-	Int
Howard, Katsos, and Gibson (2019)	UK	autism	P and S	10 M, 1 F	Yes	-	multiple	QL	-	Int
Hummerstone and Parsons (2021)	UK	Autism, ADHD	S	11 M, 1 F	Yes	-	teacher	QL-P	T	Mm
Humphrey and Lewis (2008a)	UK	autism	S	-	-		school	CS-S	T, O, DT	Mm
Humphrey and Lewis (2008b)	UK	autism	S	-	-	-	school	CS-S	-	Mm
Kendall (2016)	UK	ADHD	S	7 M, 5 F	-	-	com	QL-U		Int
Lamb, Firbank, and Aldous (2016)	UK	autism	S	4 M, 1 F	-	-	school	CS-S	-	Pe
Ljusberg (2011)	Sweden	ADHD	P	5 M	Yes	-	SE unit	QL-U	-	Int
McLaughlin and Rafferty (2014)	UK	autism	S	5 M, 1 F	-	-	school	QL-U		Int
Moyse and Porter (2015)	UK	autism	P	3 F	-	-	-	CS-I	O	Mm
Myles, Boyle, and Richards (2019)	UK	autism	S	8 F	-	-	teacher	QL	-	Int
Neal and Frederickson (2016)	UK	autism	S	5 M, 1 F	Yes	-	school	QL	-	Int
O’Hagan and Hebron (2017)	UK	autism	S	3 M	-	-	SE unit	CS-I	P, T	Int
Padilla-Petry, Sòria-Albert, and Vadeboncoeur (2018)	Spain	ADHD	S	6 M, 4 F	-	-	other	QL	-	Int
Poon et al. (2014)	Singapore	autism	S	3 M 1 F	-	-	school	QL-U	-	Int
Qi and Wang (2018)	China	autism ADHD	S	3 M	-	-	school	MM	T, O	Int
*Reis, Gelbar, and Madaus (2021)	USA	autism	YA	27 M, 9 F, 4 other	Yes	-	SE unit	CS-I	DT	Int
Saggers (2015)	Australia	autism	S	7 M, 2 F	-	-	school	QL	-	Int
Saggers et al. (2017)	Australia	autism	S	9 M, 1 F	-	-	mutiple	QL	-	Int
Saggers, Hwang, and Mercer (2011)	Australia	autism	S	7 M, 2 F	-	-	school	QL	-	Int
*Taneja Johansson (2021)	Sweden	ADHD	YA	6 F, 3 M	-	-	multiple	CS-I	-	Int
Tippett (2004)	New Zealand	autism	P & S	3 M	-	-	com	CS-I	P, T	Int
Tobias (2009)	UK	autism	S	-	-	-	SE unit	QL	P	Fg
Warren, Buckingham, and Parsons (2021)	UK	autism	P	5 M	-	-	SE unit	QL-P	T	Pm
Wiener and Daniels (2016)	Canada	ADHD	P	9 M, 3 F	-	-	-	QL	DT	Mm
Wu et al., (2019)	USA	autism	S	2 M	Yes	Yes	school	CS-I	T, O, DT	Int
Yessick et al. (2020)	USA	autism	P	4 M	Yes	-	SE unit	QL-U	-	Int
Zilli, Parsons, and Kovshoff (2020)	UK	autism	S	4 M	Yes	-	other	CS-S	T	Pe

Note: Key.Year: P= Primary, S= Secondary; Research design: QL=Qualitative, QL-U = Qualitative unstated, QL-P= Qualitative participatory, CS-I= Case study individual, CS-S=Case study school, Na= Narrative, MM=mixed methods; Sampling: SE unit= special educational unit, com= community support groups, govt.= government authority; Data: P= parent, T=teacher, O=observation, DT=document or testing; Method: Int= Interview, Pm= Participatory methods, Pe= Photo-video elicitation, Fg= Focus group, D=Diary, Mm=Multiple methods; Young adult studies are marked with an asterix.

Figure 2. Number of articles published each year differentiated according to diagnosis.

Figure 3. The 31 studies with both boys and girls included in the sample, presented in the order of publication.

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