Systematic review on flexi‐schooling of autistic students

Flexi‐schooling, an approach involving at least some instruction both at home and at school, has potential to adapt education to meet the needs of autistic students while also providing in‐person school benefits. This systematic international literature review of flexi‐schooling for autistic students aims to understand the advantages and disadvantages of this practice, why flexi‐schooling is chosen and the factors for a successful implementation. Eight hundred and fifty‐five studies were screened, of which eight met the search criteria and were analysed using thematic analysis. Flexi‐schooling is seen as a way to provide autistic students with an education that is constructed to meet individual needs and is flexible enough to address changes. Nevertheless, it can also be a challenging process that requires commitment, trust and additional effort from parents and teachers and may face various barriers. Flexi‐schooling can be difficult to implement due to power imbalances between school and home and a lack of communication and cooperation. Flexi‐schooling is an idea that has not yet been widely implemented in practice, and there is little information available about how it is put into action. Although it is rarely a first choice, it is often considered as a positive solution to a challenging and constantly changing situation.