Introducing FAMe™: Can improved teacher access to individualised classroom support information impact positively on levels of anxiety in autistic pupils?

There is much research evidence to suggest that the successful inclusion of autistic pupils in mainstream secondary schools is difficult to achieve and that these pupils remain particularly vulnerable to a wide range of negative academic and psychosocial outcomes. With a focus on anxiety, this article reports the initial findings of a participatory-styled system-impact evaluation study. Quantitative evidence of decreased pupil anxiety is demonstrated and validated with qualitative data. Implications for future education policy and practice are discussed. Key Words: autism, Asperger Syndrome, anxiety, inclusion, Special Educational Needs and Disabilities (SEND), education, equality, FAMe™