Document Type
Article
Publication Date
Spring 2026
Abstract
Bullying and peer victimization remain persistent concerns for students with autism spectrum disorder (ASD), who experiences higher rates of peer exclusion, rejection, and social isolation than their neurotypical peers. These experiences can negatively affect school engagement, emotional well-being, peer relationships, and long-term mental health outcomes. This practitioner inquiry study examined how classroom based social emotional learning (SEL) and inclusion strategist influenced peer relationships, student belonging, and bullying related behaviors for students with autism in an elementary school setting. This study was conducted over a six-week period in one first grade general education classroom and one Strat II ID/ LD classroom at Mckinley Elementary School in Muscatine, Iowa. The participants included 10 students with autism who had active Individualized Education Programs (IEPs). Data sources included student check-in surveys, structured peer interaction observations, behavior- related IEP data, teacher reflection logs, and reflective journals. Findings indicated that students progressed from minimal peers’ interactions, high levels of isolation, and frequent behavioral concerns during baseline to increased peer awareness, acceptance, and more natural inclusion by the end the intervention. Structured SEL instruction, modeling, and guided inclusive opportunities were associated classroom climate, student belonging, and peer support. However, unstructured settings such as recess continued to present challenges for consistent inclusion. Overall, the findings suggest that intentional SEL and inclusion practices can positively influence peer dynamics and support more inclusive educational environments for students with autism.