Listening to the Views of Students with Autism Spectrum Disorder in Chinese Mainstream Schools: A Qualitative Study on Peer Relationships

Peers represent an important connection in terms of skill development, school participation, and social acceptance for students with autism spectrum disorder (ASD). Students with ASD face challenges associated with peer relationships and social interaction in mainstream schools, but little is known about peer acceptance, bullying, and friendships. Few have emphasised the importance of listening to the voices of students with ASD. Thus, we explored the vivid experiences of students with ASD and their peer relationships within mainstream schools. Six students with ASD from three schools and their parents participated in this study. Thematic analysis was applied, and two themes emerged: (1) the characteristics of peer relationships based on the perspective of students with ASD, and (2) approaches to peer relationship dilemmas from an ASD perspective. This study found that students with ASD desire peer acceptance; however, owing to their difficulties in social interaction, they may fail to realise that they form deceptive rather than reciprocal friendships resulting from the compassion and tolerance exhibited by typical developmental (TD) peers. Finally, we provide suggestions for inclusive education practice and future research aimed at improving social connections and coping with bullying for students with ASD in mainstream schools.