Nurturing School Well-being: Insightful Perspectives on Key School Features for Students with Autism

Mohammad A. AL Jabery, Diana H. Arabiat


There is a growing focus on the holistic welfare of students within educational settings, yet there is still a notable gap in understanding the experiences of students with autism in relation to school well-being. The purpose of this study is to examine parental perspectives on the concept of school well-being for their primary school-aged children with autism, as well as identifying the school attributes perceived to bolster their well-being. Employing semi-structured interviews, the study engaged with 12 parents of primary school students with autism in Jordan. Thematic analysis served as the methodological approach to analyze the data at hand.  Parents construed school well-being as a multidimensional and contextually nuanced construct. From their accounts, two overarching themes emerged elucidating the essence of well-being within the school environment: positive emotions and holistic achievement. Furthermore, three principal themes surfaced regarding the school features instrumental in nurturing well-being: effective educational practices, fostering a positive school climate, and facilitating communication with parents. Within these themes, positive emotions were underscored as pivotal sources of joy, while relationships were depicted as crucial sources of support. Additionally, dynamic information exchange, transparent communication, and active involvement in decision-making processes were highlighted as integral components collectively contributing to school well-being.


Autism; School well-being; Parent perspectives; Inclusive education; Jordan

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