ArticleFrontiers in psychology2026
The missing piece in inclusion: addressing school avoidance among children with autism.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Authors and funding
6 authors.
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Abstract
This current article examines the relationship between Autism Spectrum Disorder (ASD) and school avoidance, focusing on the theoretical and practical challenges involved. ASD, a neurodevelopmental condition, presents significant challenges in social interaction, communication, and restricted and repetitive behaviors, which can hinder educational engagement. School avoidance, characterized by elevated absenteeism and emotional distress, emerges as a critical issue for many students with ASD. By exploring historical foundations, diagnostic classification systems, and the core characteristics and challenges of ASD, this analysis highlights factors that contribute to school avoidance. The distinction between school avoidance and truancy is emphasized, underscoring the importance of tailored interventions that address sensory sensitivities, emotional wellbeing, and the need for structured and predictable environments. Practical strategies for inclusion, teacher-student relationships, school-home collaboration, and interdisciplinary cooperation are also discussed, offering a framework for creating supportive educational settings. Ultimately, this work connects theoretical insights with actionable practices to promote engagement, reduce stress, and support the development of students with ASD.
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