Educational and Psychosocial Challenges Among Individuals with High-Functioning Autism: A Systematic Literature Review

The rising global prevalence of autism spectrum disorder, including in Malaysia, has increased attention on the challenges faced by individuals with high-functioning autism, especially within educational settings. This systematic literature review explores psychosocial and academic difficulties that affect emotional well-being, social interaction, and participation in learning. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, seven peer-reviewed articles published between 2021 and 2024, sourced from the Scopus and Web of Science databases, were screened and analyzed. Findings reveal ongoing struggles with emotional regulation, social stigma, and peer exclusion, which often lead to psychological distress, reduced school connectedness, and academic disengagement. These challenges are compounded by limited access to specialized educational resources, insufficient teacher training, and a lack of inclusive support structures. As a results, students with high-functioning autism encounter challenges in mainstream education, necessitating inclusive pedagogical approaches, targeted teacher professional development, social-emotional interventions, and collaborative engagement among educators, families, and mental health professionals to foster optimal educational outcomes. By prioritizing psychosocial well-being within educational frameworks, schools can foster a more inclusive environment that supports both academic success and emotional development. Addressing these needs is critical to improving the overall quality of life and long-term opportunities for students with high-functioning autism.