The autistic inclusivity of music conservatoires: an ethnographic analysis of high-level musical learning environments and the wellbeing of their auti

This project will shed light on the wellbeing of autistic students within UK music conservatoires, investigating difficulties encountered by such students and analysing whether the environment is an effector of these challenges. While most autism and music literature focuses almost exclusively on what music can provide therapeutically or psychosocially for autistic persons, there is a striking lack of research focusing on Autistic Spectrum Disorder (ASD) musicians themselves.

This project will fill this academic gap and - through a programme of qualitative research - offer a fresh first-hand perspective on the autistic higher music education experience. Notably, it will be undertaken within the Royal College of Music by an autistic conservatoire graduate and freelance musician. The data gained through this project will provide the basis for proposals on the implementation of accessibility developments and - by analysing those highly susceptible to poor wellbeing - amplify existing calls for scrutiny of conservatoire social norms and their effect on student health.

The investigation's conclusions will hold relevance for networks across music and arts education, as well as in the field of neurodiversity academia. The research design includes the following themes set within three research questions:

What are the experiences of ASD conservatoire students in relation to Keyes' three components of wellbeing (emotional, psychological, and social well-being)? What components of the conservatoire culture do ASD conservatoire students perceive as effectors of their wellbeing?

How does current conservatoire policy promote equitable access for autistic students and what processes would encourage further support to occur?