Effects of Peer Relationships and Teacher-Student Relationships on Aggressive Behaviors in Chinese Children With Autism Spectrum Disorders Placed in Regular Classrooms and the Mediating Role of Perceived Discrimination.

Wu et al. (2026) asked Chinese elementary pupils with autism who learn in regular classes about their bonds. They measured how close the kids felt to classmates and teachers. They also asked how often the kids felt picked on and how often they hit, kicked, or yelled.

Kids who felt liked by peers and teachers also felt less picked on. Feeling less picked on, in turn, predicted fewer fights or outbursts. The path was clear: better relationships → less discrimination → less aggression.

Zhang et al. (2022) showed that peer-mediated PRT in the same inclusive rooms lifts social skills and cuts problem behavior. Shuman adds the why: the bond itself lowers the child’s sense of being singled out.

Yen-Wong et al. (2024) followed autistic youths and saw peer ties worsen over time, linking ASD traits to later rejection. The two studies seem opposite, but Yen-Chin sampled older, mixed settings while Shuman focused on younger Chinese classes where daily contact is stable. Early warmth may head off the later slide.

Ji et al. (2025) found Chinese autistic children in mainstream schools feel more socially included. Shuman drills deeper, showing inclusion works because it shields kids from feeling discriminated against, which then lowers aggression.

For BCBAs in public schools, the message is simple: teach peers and teachers to show warmth early. A quick morning greeting, shared table jobs, or peer tutoring five minutes a day can cut the child’s sense of being different. Less felt discrimination means fewer explosive behaviors, less time on crisis response, and more time on learning.