Bases moleculares y genéticas de la persistencia

Mental health concerns were common among both participant groups, with these being reported by 27 (84%) participants overall. This theme was discussed consistently by parent participants, with 6 (75%) responses reflecting this theme. It was reported across all age groups and locations, with the exception of the USA.

Table 4.33 presents the locations and age groups of female children with AS reported on by parent participants.

Table 4.33

Responses Related to Category 4, Theme 5: Female Students with AS are Vulnerable to

Experiencing Mental Health Concerns (Parent Participants)

Age

6-9 (n=2)

10-13 (n=3)

14-17 (n=3)

2 (100%)

2 (67%)

2 (67%)

Location

Australia

(n=5)

United States of

America (n=1)

United

Kingdom (n=1)

Canada (n=1)

4 (80%)

0

1 (100%)

1 (100%)

Among adult participants, this theme was discussed by 21 (88%) participants. It was evident in responses from all age groups, and locations. Table 4.34 presents the age groups and locations of adult participants who described this theme.

Table 4.34.

Responses Related to Category 4, Theme 5: Female Students with AS are Vulnerable to Experiencing Mental Health Concerns (Adult Participants)

Age 18-24 (n=5) 25-34 (n=5) 35-44 (n=9) 45-54 (n=2) 55-64 (n=3) 4 (80%) 5 (100%) 8 (89%) 2 (100%) 2 (67%) Location Australia (n=7) United States of America (n=8) United Kingdom (n=3) Canada (n=3) Europe (n=3) 7 (100%) 7 (88%) 2 (67%) 3 (100%) 2 (67%)

The responses from both participant groups attributed the anxiety and depression experienced by themselves or their daughters with AS to the following factors: social difficulties, loneliness, isolation, feeling different from peers, and bullying. Participants also specifically reported anxiety in relation to issues such as the pressures of school work, changes to routine and transitioning between classes or activities. Masquerading was also cited as a source of anxiety and stress; for example: “trying to ‘behave’ in a socially acceptable level takes an enormous amount of stamina” (Parent Participant 3, Question 6). In addition to anxiety and depression, 2 participants (6%) stated that they, or their daughter had engaged in self-harming behaviours. A parent participant described her/his daughter’s experiences which lead to this: “she does not have any close friends at school. She became depressed. She recently started cutting herself. I blame all the bullying for this” (Parent

Participant 3, Question 4). An adult participant also recounted how she engaged in self-harming behaviours in secondary school when she felt anxious and stressed about the academic pressures she was facing.

Eating disorders were reported by 3 (9%) participants: 2 (8%) adult

participants, and 1 (13%) parent participant. The parent participant explained that her/his daughter developed Bulimia, which they believed to be related to the relational aggression she experienced at school, and the damage this did to her self- esteem. One adult participant recounted how she developed Anorexia at the age of 16, which developed into Bulimia at 20. This participant also recalled she was both anxious and depressed when she developed Anorexia. Another adult participant said she first developed Anorexia at 13, and Bulimia at 15. Both adult participants

stated they were first diagnosed with AS when in treatment for their eating disorders, aged 23 and 26 respectively, as one explained:

I was diagnosed with AS when I was 23 (in the eating disorder clinic). People also need to know that other issues can be hiding the AS, for me it was only when receiving intensive eating disorder treatment that my AS was discovered by my treatment team.” (Adult Question 24, Question 7)

4.8

Summary

This chapter has presented the results obtained from the participants who consented to participate in this study which examined the school experiences of female students with AS. The study sample was described, and the results from the anonymous online surveys were presented by being categorised into the key

categories and themes discussed by participants. Throughout the surveys, a number of key themes were consistently raised by participants.

The most frequently mentioned theme which emerged was that all female students with AS are individuals in terms of their academic strengths and

weaknesses, and their preferred subjects. In addition, many participants emphasised that female students with AS are capable of achieving well academically, although a few participants described instances of teachers having lowered expectations of them, or their daughters.

Many participants from both groups indicated there is a general lack of understanding in relation to exactly what AS is, perhaps even more so in regards to females. This is reflected further by the smaller number of participants who reported on teachers who made accommodations for issues such as sensory sensitivities, and

had a positive perception of students with AS, particularly among parent

participants. Areas of social and emotional need for female students with AS were strongly emphasised by many participants, such as a vulnerability to experiencing mental health concerns, high incidences of bullying, and difficulties developing and maintaining friendships.

In the following chapter, the results obtained in this study are contrasted with results from previous studies which examined the school experiences of students with AS, which included both male and female – although predominately male – participants. In addition, the results regarding issues such as mental health concerns and bullying are compared with those from studies which examined typical

Chapter 5 - Discussion

5.1

Introduction

This chapter presents a discussion of the results as they relate to the research question: ‘what are the school experiences of females with AS?’ Although there has been limited research specifically focussed on females with AS, the results from this study are discussed in relation to studies which included both male and female – although predominately male – participants. The results obtained in this study are also compared with findings from studies which examined typical populations. The four categories identified in the previous chapter (issues requiring more

understanding, teaching strategies and practices which had a positive impact, areas of academic need, areas of social and emotional need) are discussed in turn.

Implications for schools and teachers, and recommendations in regards to education for teachers and support for female students with AS are outlined. Possible future research directions in regards to further understanding the school experiences of females with AS, and teacher perception and understanding of AS in females are also discussed.