Many autistic youths experience restricted school participation. The present study investigated the influences of youth, family and school factors on autistic youths’ school participation. Parents of 200 Dutch autistic youths (age range: 4–16 years, M age = 12.23 years, SD age = 2.93 years) filled in questionnaires in a national survey for autistic individuals, reporting the school participation, age and autistic traits of their child, parents’ education level and self-efficacy for supporting their child’s schoolwork, and the impact of problems their child experienced with the physical and social environments of the school. Multivariate linear regression analysis using imputed data revealed that among the six predictor variables, only the impact of problems autistic youths experienced with the physical environment of school was negatively associated with their school participation. This study provided support for the essential role of the school environment in predicting autistic youths’ school participation, indicating that problematic aspects in the school environment could have a greater impact on autistic youths’ school participation than youth factors or family factors. This highlights the need to create a more accommodating environment at school, where autistic youths can participate easily and comfortably.@en

Autistic children are often reported less socially connected, while recent studies show autistic children experiencing more loneliness in school than allistic (i.e. non-autistic) children, contradicting the traditional view that autistic children lack social motivation. This study aimed to understand individual differences in how social connectedness is construed, between and within groups of autistic and allistic pupils, using a multimethod approach. Forty-seven autistic and 52 neurodiverse-allistic classmates from two special primary schools participated (8–13 years). Proximity sensors worn by pupils on playgrounds during recess measured (1) total time in face-to-face contacts, (2) number of contact partners, and (3) centrality in playground networks. Peer reports measured (4) reciprocal friendships and (5) centrality in classmate networks. To evaluate their feelings of connectedness, pupils rated the level of loneliness in school. Compared with allistic pupils, autistic pupils had fewer reciprocal friendships, but similar total time in social contacts, number of partners, classmate/playground centrality, and levels of loneliness. Lower levels of loneliness related to higher classmate centrality in autistic children, but longer time in social contacts in allistic children. For these autistic children, being liked as part of a peer group seems essential. Understanding relevant differences in children’s needs could lead to a more welcoming school climate.@en