Erica De Alfieri

Employment of autistic adults remains a persistent social and policy issue. While research on autistic people’s transitions into work, supported employment or employer perspectives in private-sector settings is increasing, little research interrogates public-sector employment of autistic individuals, despite the public sector’s potential to act as an example for the wider labour market to model inclusive practice. We aimed at exploring the experiences and perspectives of autistic individuals, and/or other stakeholders on employability, work experiences or workplace inclusion in Public Administrations and public work through a qualitative metasynthesis. Stunned by the lack of qualitative research on this topic, we chose to use the occasion to interrogate this critical blind spot in current literature, providing a critical reflection on potential reasons for the evidence gap through the lenses of a ‘large forces’ perspective and conclude with targeted recommendations for researchers, public employers, and policy makers, calling for participatory research and pilot workplace reforms that could enhance the public sector’s unique capacity to lead inclusive employment practice.

Employment is a key social determinant of health, yet autistic individuals face high levels of unemployment, with consequences for well-being and social inclusion. This exploratory study examined stakeholder perceptions regarding the inclusion of autistic individuals in public administration employment within the Italian context, considering its potential role in advancing health equity through stable and regulated work environments. A cross-sectional online survey was conducted to explore perceptions of current inclusion measures, the importance of specific inclusion domains, and the usefulness of potential support tools. Participants (n = 62) included autistic adults, family members, and professionals with expertise in autism. Quantitative data were analyzed using non-parametric tests, while qualitative responses were examined through reflexive thematic analysis. Quantitative findings showed that educators express more positive views on existing measures and greater support for new interventions compared to family members; autistic participants report intermediate perspectives. Qualitative analysis identified five areas: recognition of autistic perspectives, need for interventions, support figures, work personalization, and staff training. Although the study does not evaluate intervention effectiveness, the findings highlight stakeholder priorities and perceived needs related to employment inclusion. While exploratory and based on a limited sample, the results may inform future research and the development of more inclusive public employment practices.

1. Inclusion in sport has become a prominent goal in both policy and academic discourse, reflecting global commitments such as the UN Sustainable Development Goals (United Nation, 2015) and the Con...

Background: Individuals with disabilities encounter various obstacles to employment, including both environmental barriers and challenges related to work skills. Objective: The aim of this work is to review the literature on effective interventions that support individuals with disabling mental issues in securing and retaining employment. Method: To guarantee the inclusion of the most recent evidence, we specifically focused on articles published in English between 2014 and 2024. A total of 26 relevant studies were included in this review. Results: We first explore the impact of interventions aimed at disability in the broader sense, such as Integrated Practical Placement, Direct Skills Teaching, and Traditional Vocational Rehabilitation. We then focus on interventions for people with a disabling mental illness: well-known approaches such as Supported Employment and Individual Placement and Support work well, but innovative interventions are emerging, such as psychotherapy, peer support program and Vocational Empowerment Photovoice. Involving family members and the work environment is key, while approaches focused solely on information did not have any impact. Conclusion: Employment offers vital economic resources, but most importantly it also fulfils psychosocial needs by reducing the risk of social isolation and poverty. Therefore, examining effective employment interventions for individuals with disabling, serious conditions of mental illness is undeniably a critical matter.

This exploratory qualitative study investigates the challenges faced by young adults (aged 18–40) with severe mental illness (SMI), intellectual disabilities (IDs), and autism spectrum disorder (ASD) in navigating body perception, affectivity, intimacy, gender identity, and sexuality. Through semi-structured interviews with 13 participants recruited from a community habilitation center, thematic analysis revealed systemic barriers rooted in societal stigma, familial overprotection, and institutional neglect. Key findings highlight tensions between bodily autonomy and familial control, with prolonged caregiver dependency in intimate hygiene reflecting patterns of infantilization. We found that participants’ self-image was shaped by gendered expectations and familial critiques, reinforcing internalized stigma. Romantic relationships were often idealized through cultural narratives, yet lacked practical guidance on consent or boundaries, exacerbating vulnerabilities. Fragmented sexual education left individuals reliant on pornography or peers, perpetuating misconceptions and anxiety. Despite these barriers, participants demonstrated resilience and agency in advocating for inclusive interventions. This study underscores the urgent need for trauma-informed, rights-based approaches that prioritize autonomy, dignity, and intersectionality. Recommendations include structured skill-building programs for independence, disability-adapted comprehensive sexuality education, and systemic reforms fostering interdisciplinary collaboration. By centering lived experiences, this work challenges structural inequities and advocates for community care models that honor the diverse needs of individuals navigating the intersection of disability, identity, and sexuality.

Young adults diagnosed with severe mental illness (SMI), intellectual disability (ID), and autism spectrum disorder (ASD) often experience significant barriers in accessing sexual health education, contributing to poor sexual and relational well-being. The Educational Intervention and Training Program on Sexuality and Affectivity (eITPoSA) was developed to address this gap through a structured psycho-educational approach tailored to their cognitive and emotional needs. A pilot study was conducted with 12 participants diagnosed with SMI, ID, and ASD, who attended the training sessions covering topics such as body knowledge, genital sexuality, privacy, and hygiene. Pre- and post-intervention assessments were carried out using structured monitoring grids, with data analyzed through descriptive statistics, paired-samples t-tests, and Cohen’s d to evaluate effect sizes. Results demonstrated statistically significant improvements across all domains, particularly in body knowledge (31.43% to 86.65%), genital sexuality (15% to 90%), and hygiene (47.27% to 96.36%). These findings suggest that the eITPoSA program effectively enhances sexual and relational competencies in young adults diagnosed with SMI, ID, and ASD. Future research should focus on expanding the sample size and exploring long-term retention of educational outcomes to further validate the program’s efficacy.

Sexual health is a vital aspect of overall well-being, yet individuals with autism spectrum disorder (ASD) face significant stigma and discrimination, affecting self-esteem, relationships, and sexual expression. This review examined the recent literature (2020–January 2024) on intimacy and sexuality among adolescents and young adults with ASD, incorporating 32 studies. Findings highlight poorer sexual health among autistic individuals compared to the general population, with difficulties in forming romantic relationships and navigating sexual interactions due to hypersensitivity. Autism is also linked to non-conforming gender identities and asexuality, exposing individuals to dual stigma within the LGBTQ+ community. Autism-related traits hinder sexual health knowledge, increasing risks of victimisation, abuse, and sexually transmitted infections. Comprehensive sexual education and inclusive support are crucial to address these challenges and promote sexual well-being for autistic individuals.

Sexual health is a vital aspect of overall well-being, yet individuals with autism spectrum disorder (ASD) face significant stigma and discrimination, affecting self-esteem, relationships, and sexual expression. This review examined recent literature (2020–January 2024) on intimacy and sexuality among adolescents and young adults with ASD, incorporating 32 studies. Findings highlight poorer sexual health among autistic individuals compared to the general population, with difficulties in forming romantic relationships and navigating sexual interactions due to hypersensitivity. Autism is also linked to non-conforming gender identities and asexuality, exposing individuals to dual stigma within the LGBTQ+ community. Autism-related traits hinder sexual health knowledge, increasing risks of victimization, abuse, and sexually transmitted infections. Comprehensive sexual education and inclusive support are crucial to address these challenges and promote sexual well-being for autistic individuals.