Parental Perception of the Importance of Friendship and Other Educational Outcomes in Children with Autism Spectrum Disorder in China.

Ma et al. (2024) asked Chinese parents to rank educational goals for their autistic children. The survey listed friendship, social skills, emotional growth, and motor skills. Parents placed friendship last.

The study did not test an intervention. It captured cultural values that shape what families want from school.

Friendship was rated below social skills, emotions, and body coordination. Culture, not ability, drove the order.

Parents saw peer bonds as nice but not essential. They wanted visible, teachable skills first.

Kasari et al. (2011) showed most high-functioning students with autism sit on the edge of classroom networks. Bauminger et al. (2003) found these students initiate peers yet feel twice as lonely. Together they prove friendship deficits are real and hurt.

Zijie et al. extend these facts into parent priorities. Because Chinese families rank friendship low, schools may skip friendship goals, letting the loneliness shown in 2003 and 2011 persist.

Feng et al. (2025) give a contrast: when parents partnered with adapted-PE teachers, motor skills jumped. The same partnership model could lift friendship if parents are shown why it matters.

If you write goals for Chinese families, expect them to question friendship targets. Share the Connie and Nirit findings to show peer bonds guard against loneliness. Offer clear friendship metrics, like ‘three back-and-forth exchanges at recess,’ so the goal feels teachable and valuable.