Abstract
Flexi-schooling, an approach involving at least some instruction both at home and at school, has potential to adapt education to meet the needs of autistic students while also providing in-person school benefits. This systematic international literature review of flexi-schooling for autistic students aims to understand the advantages and disadvantages of this practice, why flexi-schooling is chosen and the factors for a successful implementation. Eight hundred and fifty-five studies were screened, of which eight met the search criteria and were analysed using thematic analysis. Flexi-schooling is seen as a way to provide autistic students with an education that is constructed to meet individual needs and is flexible enough to address changes. Nevertheless, it can also be a challenging process that requires commitment, trust and additional effort from parents and teachers and may face various barriers. Flexi-schooling can be difficult to implement due to power imbalances between school and home and a lack of communication and cooperation. Flexi-schooling is an idea that has not yet been widely implemented in practice, and there is little information available about how it is put into action. Although it is rarely a first choice, it is often considered as a positive solution to a challenging and constantly changing situation.