"I think it adds another element of trickiness": An Interpretative Phenomenological Analysis of the Lived Experiences of Autistic Gender Diverse Adolescents

Potter, Emma Louise (2026) "I think it adds another element of trickiness": An Interpretative Phenomenological Analysis of the Lived Experiences of Autistic Gender Diverse Adolescents. Doctoral thesis, University of East Anglia.

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Abstract

Whilst an overlap between autism and gender diversity has been established in the literature, less attention is paid to the lived experiences of autistic gender diverse adolescents, and in particular considering educational experiences and implications for practice in educational contexts. Several researchers call for greater consideration of intersectionality in autism and gender diversity research. Furthermore, no research in this area has adopted participatory activities to elicit participants’ views. The present study explored the lived experiences, including educational experiences, of autistic gender diverse adolescents. Semi-structured interviews, integrating some optional participatory activities, were conducted with five autistic gender diverse adolescents (aged 16-18). Interpretative Phenomenological Analysis (IPA) was used to analyse the data. Four Group Experiential Themes (GETs) arose from data analysis: ‘Evolving Understanding of Self’, ‘Intersection of Autistic Experience and Gender Identity’. ‘Navigating Educational Systems that Shape Success and Wellbeing’ and ‘Navigating Family Relationships and Finding Community’, as well as thirteen subthemes. The findings generally align with existing theoretical literature and empirical research within this area, though some unique findings and contributions are discussed. Key implications for practice for educational professionals, as well as directions for future research, are explored.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	15 Oct 2026 07:31
Last Modified:	15 Oct 2026 07:31
URI:	https://ueaeprints.uea.ac.uk/id/eprint/104780
DOI:

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