Does Attending Mainstream School Improve the Social Inclusion of Children on the Autism Spectrum and their Parents? A Cross-Sectional Study in China.
In China, autistic children in mainstream schools feel more socially included than those outside, with the biggest gain for kids with mild symptoms.
01Research in Context
What this study did
Ji et al. (2025) asked a simple question in China. Does going to a regular school help autistic kids and their parents feel part of the community?
They compared two groups. One group attended mainstream classes. The other group did not. Parents and children answered questions about feeling included.
What they found
Kids in mainstream schools scored higher on social inclusion. The boost was biggest for children with mild autism traits.
Parents of mainstream kids also felt more included at first. After the team adjusted for family income and education, the parent difference faded.
How this fits with other research
Chamberlain et al. (2007) saw the opposite in the West. They found autistic pupils sat on the edge of classroom networks even when placed in regular rooms. The new China data suggest culture or time may have changed the picture.
Wu et al. (2026) add a why. In Chinese inclusive classes, warm ties with peers and teachers lowered aggression by cutting felt discrimination. Binbin’s inclusion scores may rise because those same bonds are forming.
Sun et al. (2013) remind us China once had almost no autism services. The positive inclusion scores now show real progress, yet gaps likely remain for families who still can’t access mainstream schools.
Why it matters
If you write IEPs for Chinese families or run social-skills groups, share these findings. Mainstream placement is linked to stronger peer inclusion, especially for kids with milder symptoms. Push for early enrollment and coach teachers to nurture classroom friendships. Track peer acceptance as closely as you track academics.
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02At a glance
03Original abstract
This study investigated whether attending mainstream school is associated with improved social inclusion among children on the autism spectrum and their parents. The cross-sectional study took place from July to August 2023 at 30 rehabilitation centers for children on the autism spectrum in Hunan Province, China. Participants included 860 children aged 3-14 years, with autism history receiving outpatient rehabilitation services, and their primary caregiver parents aged 23-54 years. Social inclusion among children on the autism spectrum was evaluated using the Chinese version of the social inclusion subscale of the KidsLife-ASD Scale. Parental social inclusion was assessed using the Chinese version of the Social Inclusion Scale. Linear mixed models were used to explore the association between attending mainstream school and social inclusion. Among children on the autism spectrum, 36.2% attended mainstream school. These children showed significantly higher levels of social inclusion compared to non-attenders. Subgroup analysis based on the severity of autism symptoms revealed that the significant association remained in both the mild and moderate/severe subgroups, being more pronouced in the mild subgroup (Pfor interaction < 0.001). Parents of children attending mainstream school reported greater social inclusion levels than those whose children did not; however, after adjusting for severity of autism symptoms and other factors, this association became non-significant. Our study demonstrates a positive association between attending mainstream school and social inclusion for children on the autism spectrum, highlighting the critical role of mainstream school education in fostering social opportunities and providing diverse learning resources. It also underscores the need for targeted support strategies for parents.
Journal of autism and developmental disorders, 2025 · doi:10.1007/s10803-025-06774-3