Bruce H. Knox
Independent Scholar, Auckland, New Zealand
Publications
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Review Article
Relational Design, Non-Judgemental Regulation, and Daily Connection: A Case Study of Re-engaging High-Functioning Autistic Learners in an Alternative NCEA Setting
Author(s): Bruce H. Knox*
Background: High-functioning autistic students frequently disengage within mainstream secondary education due to systemic misalignment with their cognitive, sensory, and emotional regulation needs. Objective: This paper presents a case study of the Villa Education Trust (Villa NCEA Academy), examining how a relationally grounded, non-judgemental, and flexible educational model—augmented by daily teacher–student contact during COVID-19 lockdowns—enabled full academic re-engagement and successful transition to university. Methods: A qualitative case study approach was employed, integrating institutional practice with contemporary literature on autism, engagement, trauma-informed education, and self-regulation. Results: Core mechanisms included (1) daily relational rituals,.. Read More»