The word "eloping" often conjures images of hurried weddings, a secret pact made against convention. But when we hear it in relation to autism, the picture shifts dramatically. It’s a term used in professional and research circles to describe autistic individuals, often children, who suddenly leave familiar environments. It’s a behavior that can cause significant concern, and historically, it’s been viewed primarily as a "problem behavior," something to be managed or corrected.
But what if we're missing the bigger story? What if this departure isn't just a symptom, but a form of communication, even resistance? This is the heart of the work being done by researchers like Margaret (Meg) Gibson, who is exploring autistic people's perspectives on leaving places and their well-being. Her project, "Eloping: Autistic people's perspectives on departure and well-being," is a multi-method, participatory research initiative that aims to fundamentally shift how we understand these experiences.
Gibson, an Associate Professor at the University of Waterloo, brings a rich background to this work, encompassing social work, disability studies, and 2SLGBTQ+ studies. She also acknowledges her own positionality as a settler of European ancestry on traditional Indigenous territories, a crucial context that highlights the ongoing impacts of colonialism and the importance of land acknowledgments. This awareness underscores a commitment to understanding experiences from the ground up, rather than through a top-down, imposed lens.
What's particularly compelling about this research is its deliberate move away from simply labeling and pathologizing. The term "eloping" itself, Gibson notes, isn't universally understood or endorsed outside of specific professional circles. More importantly, existing research has largely excluded the voices of autistic people themselves. This has led to a narrow understanding, often overlooking the potential for harm, violence, and threats that individuals might be trying to escape.
Gibson and her team are embracing a concept called "neuroqueer resistance." Drawing on Nick Walker's work, this framework suggests that when autistic individuals deviate from neurotypical expectations and structures – like leaving a school setting – it can be seen as a "neuroqueer practice of embodied resistance." It’s about challenging normative practices and asserting agency in spaces that may not be designed for their well-being.
The research itself is a testament to this philosophy. It's participatory, meaning autistic individuals are not just subjects but co-researchers. The project began with a survey, developed collaboratively with autistic co-researchers, which gathered responses from 195 individuals who had experienced leaving places in ways that might be termed "eloping." This was followed by narrative interviews, delving deeper into lived experiences. Future stages will include arts-based methods like Photovoice, further empowering participants to express their realities.
This approach is vital. It asks us to consider what is truly helpful – and what needs to stop being done – to support autistic individuals. It’s about creating public and institutional spaces that are not just safe, but equitable. By centering the priorities, knowledges, and perspectives of autistic communities, this research is not only uncovering new insights but is itself a powerful act of neuroqueer resistance, pushing for a more accountable and responsive understanding of human experience.
It’s a reminder that sometimes, the most profound acts of self-preservation and self-expression come in forms we might not immediately recognize, and that listening to those who have been historically marginalized is key to truly understanding.
