# The missing piece in inclusion: addressing school avoidance among children with autism

## TL;DR

This paper explores why children with autism avoid school and offers strategies to create supportive educational environments.

## Contribution

The paper provides a framework for understanding and addressing school avoidance in children with autism through tailored interventions.

## Key findings

- School avoidance in children with ASD is linked to sensory sensitivities and emotional distress.
- Structured and predictable environments can help reduce school avoidance among students with ASD.
- Collaboration between teachers, families, and professionals is essential for effective inclusion strategies.

## 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.