What we do and do not know about how the classroom environment affects listening, learning, and wellbeing in autistic children: a scoping review applying the L³ Assessment Framework

Understanding how the classroom environment affects autistic children’s listening, learning, and wellbeing is vital to ensure that the space is conducive to these outcomes. This paper used the Listen to Learn for Life Assessment Framework to conduct a scoping review following the PRISMA-ScR protocol on what is known and not known about how the classroom environment affects listening, learning, and wellbeing of school-aged autistic children. Thirty-five of 1,301 papers returned in the searches from five databases met the criteria to be included in the review. The results revealed that autistic children have poorer speech perception in noise than their neurotypical peers, but assistive listening devices such as IQbuds, FM systems, and sound field amplification as well as visual aids benefit these children. Noise should still be controlled, however, to help minimise repetitive behaviours, via carefully selecting the school location, choosing quieter air-conditioning systems, and installing sound absorption. Separate quiet spaces and noise-cancelling headphones for independent work are beneficial. Classrooms should have clearly defined spaces for different activities and limit visual clutter as these can be triggers for inattention and stress. Areas for future research based on components of the Listen to Learn for Life Assessment Framework not investigated are discussed.