IMPROVED SOCIAL-EMOTIONAL OUTCOMES FOR HIGH SCHOOL STUDENTS WITH ASD THROUGH NEURODIVERSITY-INFORMED INCLUSIVE SUPPORT AND INTERVENTIONS

Abstract

High school students with autism spectrum disorder (ASD) experience significant social- emotional challenges in inclusive educational settings, often due to insufficient support and a lack of neurodiverse-affirming practices. This doctoral capstone investigates factors contributing to these challenges, including social anxiety, stigmatization, communication barriers, and misconceptions about autism. It further examines the effectiveness of existing Social-Emotional Learning (SEL) interventions and the role of teachers, peers, and students with ASD in creating inclusive school environments. A comprehensive literature review synthesizes research in three key areas: (1) the impact of social-emotional challenges on social competence, emotional well- being, academic engagement, and sense of belonging; (2) the effectiveness of existing SEL interventions and their alignment with the individualized needs of students with ASD; and (3) the influence of teachers’, peers’, and students’ with ASD perspectives on shaping inclusive and neurodiverse-affirming learning environments. Findings indicate that while SEL programs have the potential to support students with ASD, inconsistent implementation and limited educator training reduce their effectiveness. Additionally, a lack of peer and teacher awareness contributes to social isolation and barriers to meaningful engagement. The results emphasize the need for SEL interventions aligned with neurodiversity principles and professional development to equip educators with the skills necessary to support students with ASD. Future research should refine intervention strategies, improve teacher and peer training, and integrate neurodiverse-affirming practices to create truly inclusive learning environments.