Eliciting the views of autistic adolescents attending specialist schools on what friendships mean to them.

Friendship has been identified as an important way to support autistic adolescents' social, emotional and cognitive development. However, research examining autistic adolescents' friendships has tended to use methodologies inaccessible to children with complex communication and learning needs. We examined the friendship experiences of 12 autistic adolescents (aged 12-15 years) with complex communication and learning needs who attended a specialist school. Using reflexive thematic analysis, we identified two themes. Within the first theme of 'reconceptualising friendship', the adolescents identified friends who evoked strong emotions and connection, without distinguishing between positive or negative interactions, or the standard boundaries of friendship. 'Friendships' with adults were also highlighted. Within the second theme of 'the context dependent nature of connection', the adolescents' descriptions of friendship communicated a preference for engagement via physical play in spaces that facilitated such interaction. Our findings underscore the importance of directly eliciting the views of autistic adolescents with complex communication and learning needs. They also highlight the value of facilitating opportunities to build social connection with peers and adults through physical play and activities that provoke strong emotions within a safe and contained context.Lay abstractFriendship plays a key role in helping autistic young people develop: socially, emotionally and cognitively. However, much of the research on friendships among autistic children and young people has overlooked those with complex communication and learning needs, using methods that are not accessible to them. As a result, their views on friendship have often been underreported. We investigated the friendship experiences of 12 autistic adolescents, aged between 12 and 15 years, who have complex communication and learning needs and attend a specialist school. By using methods that were adapted including visual resources, the children were able to share their views on friendship. Our two main findings were (1) children identified friends who evoked strong emotions and connection, without distinguishing between positive and negative interactions or the standard boundaries of friendship; and (2) children's descriptions of friendship communicated a preference for physical play in spaces that facilitated this. They also identified the need for space within structured settings. Our research gave the children the opportunity to identify their friends and express their preferences, offering important insights for future studies. These results highlight the value of supporting autistic children to build social connections by providing opportunities for active play and exploration of strong emotions within safe and familiar settings.