Background

Sensory differences, which affect how individuals perceive, integrate, and respond to stimuli, are a core feature of autism (American Psychiatric Association, 2013). These differences often make everyday sounds overwhelming and distressing for autistic persons (Williams et al., 2021). Educational settings can therefore pose significant challenges for autistic students sensitive to auditory stimuli, adversely affecting their learning capacity, participation, and social and emotional wellbeing (Poulsen et al., 2025; Price and Romualdez, 2025).  

Despite strong policy ambitions of inclusive education (UN, 2006, 2023), research consistently points to a gap between these ideals and their implementation for autistic students in schools (Bölte et al., 2021; Roberts & Simpson, 2016). When sensory barriers are not adequately addressed, autistic students’ opportunities for participation and their overall experience of inclusion may be substantially undermined. 

Alongside environmental adaptions such as universal design principles (Black et al., 2022), assistive tools like noise-cancelling headphones (NCH), can play a critical role in supporting autistic students. Research indicates that NCH can alleviate sensory overload and stress while enhancing attention, wellbeing, and participation (Kwong et al., 2025; Pfeiffer et al., 2018).  

However, there are concerns about the potential for missed information, reduced social interaction, and increased stigma and isolation. Frequent use may also lead to dependency on the device and heightened sensitivity to auditory stimuli over time (Kulawiak, 2021; Neave-DiToro et al., 2021). As schools increasingly integrate NCH into educational practice, it is crucial that educational professionals possess the competence and awareness necessary to critically evaluate both the benefits and potential drawbacks, ensuring NCH are applied thoughtfully to meet diverse student needs.  

Objectives 

This study aims to explore the practices, perceptions, and competence of school and Educational Psychology Services (EPS) employees regarding the use of NCH for autistic students in educational settings. The study also seeks to inform how NCH can be effectively implemented to support inclusive educational practices. To address these aims, the study is guided by the following research questions: 

RQ1: What are educational professionals' experiences and perceptions regarding the use of NCH for autistic students sensitive to auditory stimuli?  

RQ2: What are perceived beneficial adaptations for reducing uncomfortable sounds, and do educational professionals consider themselves sufficiently competent? 

RQ3: What are the perceived advantages and disadvantages of using NCH in schools? 

RQ4: To what extent are there established practices and formal guidelines within the EPS for assessing sound sensitivity in autistic students? 

This study employs a qualitative approach using digital semi-structured interviews to gather insights from educational professionals on NCH usage in schools. The first author conducted 32 interviews with school and EPS employees. To capture a broad range of experiences across different workplace settings, the sample compromised of ten participants from the EPS, ten from mainstream schools, ten from specialised units and two from special schools. Participants held diverse occupations, including teachers, special educators, care workers, EPS counsellors and psychologists. Participants were recruited following their participation in a survey addressing the same topic, in which they were invited to indicate their willingness to participate in a follow-up in-depth digital interview. Individuals who expressed interest were subsequently contacted. Data collection took place between April and October 2025. In the preceding survey study, data were collected via a digitally distributed questionnaire using Nettskjema (University of Oslo), a secure survey tool with encrypted storage that ensures compliance with privacy regulations. Participation invitations were sent by email to school principals and EPS leaders, who were asked to forward the invitation to relevant staff members. The survey reached schools and EPS units nationwide. The interview guide comprised six open-ended questions designed to explore educational professionals’ experiences and perspectives regarding autistic students sensitive to auditory stimuli, as well as their experiences with using NCH in school settings. The questions focused on participants’ experiences supporting these students, their views on effective accommodations to reduce auditory discomfort, their self-assessed competence and the extent to which auditory sensitivity is addressed in their workplace. Participants were also asked about the potential benefits and drawbacks of NCH use, and one question concerning established practices and guidelines for assessing sound sensitivity was directed specifically to those working within the EPS. Data were analysed using reflexive thematic analysis (Braun and Clarke, 2021, 2022). Two researchers independently familiarized themselves with the data and conducted initial coding. Through an iterative and reflexive process, codes were developed and refined into themes, with ongoing discussion to compare interpretations and enhance analytical rigour.

Findings indicate that autistic students are frequently perceived as sensitive to various types of sound in school settings, with cumulative effects on stress levels and tolerance over time. This, in turn, was perceived to negatively affect students’ capacity for learning, participation, and overall wellbeing. The findings further indicate frequent use of NCH and other noise-reducing aids, with benefits widely recognized, while awareness of potential drawbacks appears less emphasized. Educational professionals’ views on accommodations appear to be influenced by multiple factors, including students’ individual needs, varying conditions across different settings, and the functions and availability of noise-reducing aids. Professional competence varies, with higher levels often associated with personal interest or experience in specialized environments rather than systematic routines. EPS employees described considerable variation, with no standardized practices or shared guidelines guiding the assessment of sound sensitivity. This study highlights the significant potential of NCH in supporting autistic students by reducing the sensory discomfort often experienced in everyday school environments. When combined with holistic environmental adaptations, NCH can serve as a valuable tool for enhancing inclusive education. However, the findings underscore an urgent need to increase awareness and expertise among educational professionals to prevent undiscerning use that may overlook potential drawbacks. It also points to the importance of developing clearer guidelines and standardized practices that thoughtfully address the diverse needs of each student

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