Importance Autistic students often experience poor educational outcomes that have implications for later life, including unemployment, interactions with the criminal justice system, increased risk for substance abuse, and low socioeconomic status. Improving educational outcomes is critical for ensuring that autistic young people can reach their potential. Objective To quantify differences in suspension rates between autistic and nonautistic students and to assess whether high-need education-based funding for autistic students is associated with reduced rates of school suspension. Design, Setting, and Participants This national cohort study used linked health and education data from New Zealand's Integrated Data Infrastructure. Data were obtained for students aged 5 to 16 years from January 1 to December 31, 2018, and analyzed July 7, 2021, to January 1, 2022. A novel case identification method was used to identify autistic students. Exposures High-need education-based funding (Ongoing Resourcing Scheme [ORS]) obtained before 2019. Main Outcomes and Measures Rates of suspension from school. Crude and adjusted analyses of the association between suspension rates and autism among the full population with adjustment made for sociodemographic characteristics (sex, age, ethnicity, deprivation, and urban or rural profile of residence) were conducted using complete-case, 2-level random intercept logistic multivariable regressions. To assess the association between ORS funding and suspension, analysis was restricted to autistic students. Results Of the 736 911 students in the study population, 9741 (1.3%) were identified as autistic (median [SD] age, 10 [3.2] years; 7710 [79.1%] boys), and 727 170 (98.7%) as nonautistic (median [SD] age, 10 [3.4] years; 369 777 [50.9%] boys). School suspension was experienced by 504 autistic students (5.2%) and 13 845 nonautistic students (1.9%). After adjustment for demographic characteristics, autistic students had significantly higher odds of suspension than their nonautistic peers (adjusted odds ratio, 2.81; 95% CI, 2.55-3.11). Of the 9741 autistic students, 2895 (29.7%) received high-need education-based (ORS) funding. Suspensions were experienced by 57 autistic students (2.0%) with high-need funding and 447 autistic students (6.5%) without high-need funding. After adjustment for demographic characteristics, co-occurring conditions, and level of disability support need, autistic students with high-need funding had significantly lower odds of suspension than autistic students without high-need funding (adjusted odds ratio, 0.29; 95% CI, 0.21-0.40). Conclusions and Relevance In this cohort study, the findings of disparities in suspension rates between autistic and nonautistic students underscore the challenges faced in providing inclusive education for all young people, regardless of disability status. This study found that high-need funding was associated with reduced suspension rates among autistic students, suggesting that if appropriate supports are afforded to autistic students, a more inclusive education can be provided.

中文翻译：

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新西兰自闭症学生高需求教育资助与停学率之间的关联。

重要性 自闭症学生通常会经历对以后生活产生影响的不良教育成果，包括失业、与刑事司法系统的互动、滥用药物的风险增加以及社会经济地位低下。改善教育成果对于确保自闭症青少年能够发挥其潜力至关重要。目的 量化自闭症学生和非自闭症学生之间停学率的差异，并评估自闭症学生的高需求教育资金是否与学校停学率降低有关。设计、设置和参与者 这项全国队列研究使用了来自新西兰综合数据基础设施的关联健康和教育数据。获得了2018年1月1日至12月31日5至16岁学生的数据，并分析了2021年7月7日，到 2022 年 1 月 1 日。使用一种新颖的病例识别方法来识别自闭症学生。风险 2019 年之前获得的基于教育的高需求资金（持续资源计划 [ORS]）。主要成果和措施 停学率。使用完整个案、2 级随机对社会人口特征（性别、年龄、种族、剥夺和城市或农村居住概况）进行调整后，对全部人口中的停学率与自闭症之间的关联进行粗略和调整后的分析拦截逻辑多变量回归。为了评估 ORS 资助与停学之间的关联，分析仅限于自闭症学生。结果 在研究人群的 736 911 名学生中，9741 名 (1.3%) 被确定为自闭症（中位 [SD] 年龄，10 [3.2] 岁；7710 [79.1%] 名男孩），727 170 (98.7%) 为非自闭症患者（中位 [SD] 年龄，10 [3.4] 岁；369 777 [50.9%] 男孩）。有 504 名自闭症学生 (5.2%) 和 13 845 名非自闭症学生 (1.9%) 经历过停学。调整人口特征后，自闭症学生的停学几率明显高于非自闭症同龄人（调整后的优势比，2.81；95% CI，2.55-3.11）。在 9741 名自闭症学生中，有 2895 名 (29.7%) 获得了高需求教育 (ORS) 资助。57 名自闭症学生 (2.0%) 有高需求资金和 447 名自闭症学生 (6.5%) 没有高需求资金。在根据人口特征、并发情况和残疾支持需求水平进行调整后，与没有高需求资金的自闭症学生相比，有高需求资金的自闭症学生被停学的几率显着降低（调整后的优势比，0.29；95% CI，0.21-0.40）。结论和相关性 在这项队列研究中，自闭症学生和非自闭症学生之间的停学率差异凸显了为所有年轻人提供包容性教育所面临的挑战，无论其残疾状况如何。这项研究发现，高需求资金与自闭症学生的停学率降低有关，这表明如果为自闭症学生提供适当的支持，就可以提供更具包容性的教育。自闭症学生和非自闭症学生之间的停学率差异的调查结果强调了为所有年轻人提供包容性教育所面临的挑战，无论其残疾状况如何。这项研究发现，高需求资金与自闭症学生的停学率降低有关，这表明如果为自闭症学生提供适当的支持，就可以提供更具包容性的教育。自闭症学生和非自闭症学生之间的停学率差异的调查结果强调了为所有年轻人提供包容性教育所面临的挑战，无论其残疾状况如何。这项研究发现，高需求资金与自闭症学生的停学率降低有关，这表明如果为自闭症学生提供适当的支持，就可以提供更具包容性的教育。