Discover how emerging research on autistic people's experiences of social (dis)connectedness is informing Autism Central's co-produced national peer support programme. This session explores how belonging can be strengthened through evidence-informed, neurodiversity-affirming approaches, combining research, lived experience, and practical strategies. Ideal for anyone who lives with, loves, supports, educates, or works alongside autistic people and their families.

Target Audience: SENCO’s / Leaders, Practitioners / Support staff, Parents & Carers, Local Authority Staff      

Learning outcomes: 

• Understand current research on autistic peoples' experiences of social (dis)connectedness, belonging, and the impact of dominant autism narratives.
• Recognise how co-production with autistic people and families can strengthen the design and delivery of support services.
• Describe how peer support complements professional services in improving family confidence, wellbeing, and connectedness.
• Know how to attend Autism Central In Conversation and Masterclasses to enhance their ability to use evidence-informed, neurodiversity-affirming strategies to strengthen belonging across home, school, and community settings and identify practical actions that promote authentic inclusion rather than expecting autistic young people to adapt to non-inclusive environments.
• Signpost successfully to families peer coaching and peer education sessions to enhance social connectedness and self compassion. 

Related Policies:

Guidance/initiatives:

Autism Central England's Peer Education Programme for families and support networks of autistic people of all ages in England. The programme is delivered by Anna Freud and commissioned by the NHS. 

NHS funded, free to access, education, coaching, and connection through resources, one-to-one peer support, and group learning events for families. 

 https://www.autismcentral.nhs.uk/

Research papers:

“I guess when a lot of people collectively outwardly don’t like you, you start to find a dislike within yourself”: Experiences of belonging among autistic adolescents assigned female at birth. School Mental Health, 17(4), 1373–1388. Pearson, A., Brennan-Devine, N., Clarke, C., Kakoulidou, M., Kelly, L., Moyse, R., Pavlopoulou, G. (2025).

Social media and social (dis)connectedness in autism and ADHD: A systematic review. Autism in Adulthood. Potter, A. L., O’Leary, A., Incecik, E., Rose, K., Pavlopoulou, G., & Tibber, M. S. (2026).

Upsetting experiences in the lives of neurodivergent young people: A qualitative analysis of accounts of adolescents diagnosed with ADHD and/or autism. JCPP Advances. Pavlopoulou, G., Chandler, S., Lukito, S., Kakoulidou, M., Jackson, I., Ly, E., Matejko, M., Balwani, B., Boyens, T., Poulton, D., Harvey-Nguyen  L., Wilson A., McCauley, E., Hurry, J., Baker, S., Sonuga-Barke, E., & RE-STAR team. (2025).

‘Accumulating harm and waiting for crisis’: Parents’ perspectives of accessing Child and Adolescent Mental Health Services for their autistic child experiencing mental health difficulties. Ashworth E , Bray L, Hanlon C, Stanway H, Pavlopoulou G, Moore D, Donaghy B, Coen E and Firth E (2025).

Key steps for delegates to take following your presentation:

• Reflect on the messages about autism and belonging communicated within your own setting, and identify one narrative or practice that could be changed to promote greater inclusion.
• Work alongside autistic people and families to understand what belonging means to them and use their expertise to shape support.
• Embed the National Peer Education Programme- Autism Central into your signposting to families and their wider networks to promote acceptance and inclusive communities.
• Share learning across your organisation about belonging and peer support to promote a culture where belonging is recognised as everyone's responsibility.

Age/Key Stage: All Ages

Audience Stage: All levels