Social engagement and loneliness in school-age autistic girls and boys

Abstract

Objectives: This study examines the relationship between social engagement and loneliness in female and male autistic children and adolescents in school-based social settings. Secondary aims sought to explore the emergence of loneliness across different age groups and differences in social engagement and loneliness between genders. Methods: This study conducted an analysis of previously collected data from two multi-site randomized control trials. This study included 58 autistic students (29 females, 29 males) between the ages 6 through 18 years. Female and male participants were matched on age and intelligence quotient. Concurrent mixed methods were used to examine participants’ social engagement and loneliness. Results: Findings revealed a significant relationship between joint engagement and loneliness, such that autistic students reported more loneliness when they were mutually engaged with social groups than when they were isolated or alone. Positive correlations between joint engage and loneliness were identified in elementary-age girls and secondary-age boys, suggesting that being mutually engaged with peers leads to increased loneliness. Negative correlations between parallel and loneliness identified in secondary-age boys suggested that boys in close proximity to peers felt less lonely than boys who were mutually engaged with peers. Qualitative analysis of social behaviors indicated that elementary girls and secondary boys were more likely to be mutually engaged or in close proximity to activities, but they had difficulty sustaining this engagement throughout the entire social period. Secondary girls and elementary boys, on the other hand, were more likely to be solitary and less likely to engage with peer groups. Conclusion: Study findings highlight the relationship between social engagement and loneliness in school-based autistic populations, and that more engagement itself can lead to more loneliness for younger girls and older boys. The influence of age and gender on engagement and loneliness highlights a need to tailor social interventions to leverage existing social strengths.

Same Word, Same Picture, Different Responses: Exploring Teachers’ and Autistic Adolescents’ Conceptions of Autism

“…The other student had a very similar response, indicating that the image reminded her of a feeling of being "isolated and misunderstood". The sense of isolation and loneliness has been reported in other research [35,36], with suggestions that autistic students may experience more loneliness in inclusive settings. However, these outcomes may also be related to both teachers and students having lower expectations of socialization for autistic students.…”

“…It is difficult to determine if this teacher's response is influenced by lived experience and/or by popular autism culture, but there are multiple examples of images of autistic children on the internet looking isolated from others. The teacher's response is problematic as it generalizes the conception that autistic students prefer to be alone when research indicates they report feeling isolated and lonely, as indicated by the students in this research [35,36]. Rather than believing these students are happy in this state, attention to explicit support in developing friendships may be beneficial [37,38].…”