Social Anxiety, Social Avoidance, Self-Esteem, and Loneliness: The Role of Class Type for Autistic Adolescents.

objectiveThis study examined differences in social anxiety, social avoidance, loneliness, and self-esteem among autistic adolescents attending special education versus general classes, and whether class type moderated associations among these variables.

methodParticipants included 137 autistic adolescents without intellectual disability from multiple mainstream schools in central Israel. They completed validated self-report questionnaires: Liebowitz Social Anxiety Scale, UCLA Loneliness Scale, and Rosenberg Self-Esteem Scale.

resultsAutistic adolescents in special education classes reported higher social anxiety, social avoidance, and loneliness than peers in general classes, while self-esteem did not differ. Class type moderated associations between social anxiety and loneliness, and between social avoidance and loneliness, with stronger associations in general classes. Self-esteem consistently served as a protective factor across both class types.

conclusionsEducational context relates to autistic adolescents' social-emotional experiences, with stronger associations between social anxiety, avoidance, and loneliness in general versus special education classes. These findings provide a descriptive comparison of educational contexts, suggesting that observed differences may reflect variations in social exposure or pre-existing needs that influenced placement, rather than the effects of the placement itself. While self-esteem remains a consistent protective factor, these results highlight the need for supportive strategies that promote inclusion and wellbeing for autistic adolescents across all settings.