A qualitative exploration of the socialisation adjustment of children with Autism Spectrum Disorder within a school environment

Abstract

This research project aimed to enhance the understanding of how children with Autism Spectrum Disorder navigated social interactions and established relationships within their school environment. Recognising that socialisation is a critical aspect of childhood development, this exploratory study shed light on these children's unique experiences as perceived by their educators. Using a qualitative, cross-sectional design, the research focused specifically on the insights and observations of educators working closely with autistic children in primary schools. To capture a diverse range of perspectives, participants were selected using non-probability purposive sampling, targeting educators with varying levels of experience and familiarity with autism. This approach ensured that the data collected reflected a rich set of views on how children with autism were supported, challenged, and engaged socially within their school environment. Data collection involved semi-structured interviews with 15 primary school educators in Gauteng, allowing for an in-depth discussion and exploration of educators’ experiences and observations. Thematic analysis was utilised to interpret the transcribed interviews, identifying key themes and patterns relating to socialisation and relationship-building among autistic children. This research explored how children with Autism Spectrum Disorder navigate social interactions in school and the role of educators in supporting their development. Strategies such as peer support, communication aids, and structured activities were found to enhance participation and help children form meaningful relationships in inclusive classrooms. Guided by Bronfenbrenner’s Bioecological Model, the study highlighted how interconnected factors such as school, peers, family and society shape the social and academic outcomes of children with ASD. Educators played a pivotal role by adapting teaching methods, facilitating peer engagement, and using communication supports such as Makaton and AAC devices. Peer involvement proved equally important in reducing anxiety and promoting social integration. The findings emphasise the importance of educator training, collaborative support systems and inclusive environments in fostering both academic and social development for children with Autism Spectrum Disorder, offering original insights within the South African context. The researcher aimed to provide valuable insights that could inform educators, policymakers, and support staff about effective strategies for fostering an inclusive environment that promotes positive social interactions for children diagnosed with Autism Spectrum Disorder. Ultimately, the findings are expected to contribute to the current body of knowledge by highlighting the essential role of support for children on the autism spectrum.