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The missing piece in inclusion: addressing school avoidance among children with autism
Ane Dorthe Berg1,2, Kristine Sørløk1,3, Ann-Kathrin Bretfeld-Wolf4
1Faculty of Social and Educational Sciences, Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway.
Frontiers in Psychology
|March 5, 2026
Summary
Autism Spectrum Disorder (ASD) significantly contributes to school avoidance due to social, communication, and behavioral challenges. Tailored interventions addressing sensory needs and promoting structured environments are crucial for student engagement and well-being.
Area of Science:
- Neurodevelopmental Disorders
- Educational Psychology
Background:
- Autism Spectrum Disorder (ASD) presents core challenges in social interaction, communication, and behavior, impacting educational engagement.
- School avoidance, marked by absenteeism and distress, is a critical issue for students with ASD.
- Understanding ASD's characteristics is key to addressing school avoidance.
Purpose of the Study:
- Examine the complex relationship between Autism Spectrum Disorder and school avoidance.
- Identify theoretical and practical challenges contributing to school avoidance in students with ASD.
- Differentiate school avoidance from truancy to inform targeted interventions.
Main Methods:
- Literature review exploring historical context and diagnostic classifications of ASD.
- Analysis of core ASD characteristics and their influence on school engagement.
- Examination of practical strategies for supporting students with ASD.
Main Results:
- ASD's core characteristics significantly contribute to school avoidance.
- Sensory sensitivities, emotional distress, and need for structure are key factors.
- Distinguishing school avoidance from truancy is vital for effective support.
Conclusions:
- Tailored interventions addressing sensory, emotional, and environmental needs are essential for students with ASD experiencing school avoidance.
- Strategies include promoting inclusion, strong teacher-student relationships, and school-home collaboration.
- Creating supportive, structured educational settings can enhance engagement and reduce stress for students with ASD.
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