Unmet Needs and Mental Health Challenges

Abstract: Theoretical background: School absenteeism has enormous consequences for educational success and emotional and social development. Absences also increase the risk for all forms of psychiatric conditions. Autistic students experience a higher risk for mental health conditions and school absenteeism. Studies show that a lack of knowledge, a lack of environmental adjustments, and a lack of support also contribute to autistic students developing absences. Objective: What role do unmet needs play in the development of school absenteeism and mental health challenges among autistic students in inclusive schools? Method: 20 problem-centred interviews with autistic children and adolescents, ranging in age from 7 to 20 years. The sample comprised 8 female and 12 male participants. All participants were enrolled in inclusive education in Germany and displayed school absenteeism. The data analysis followed the grounded theory methodology. The aim was to develop a theory explaining the role of unmet needs in the development of school absenteeism and mental health challenges from the perspective of autistic students. Results: I propose a grounded theory that suggests school absenteeism is facilitated when individual needs and mental health challenges are not recognized and appropriately addressed within the inclusive school system. The findings reveal that inadequate support in schooling negatively impacted the respondents’ mental health, with participants reporting both internalizing and externalizing symptoms, along with physical signs of distress. The requirement for school attendance limits alternative solutions and opportunities for students who struggle with attending school but still wish to continue learning. The requirement to attend school to access learning, while failing to address students’ needs, ultimately leads to school absenteeism. Discussion: The findings suggest that school absenteeism among autistic students is closely linked to mental health challenges and unmet needs in the inclusive school system. The manifestation of internalizing, externalizing, and physical symptoms underscores the critical role of adequate support and staff knowledge. The findings highlight the need for interventions in inclusive school settings to address individual needs and detect mental health risks, eventually lowering absenteeism rates. At the same time, we need solutions to ensure that students continue learning even when attending school is not possible for various reasons.