Mental Health Education as a Rehabilitation Strategy to Improve Emotional Regulation in Children with Autism

Emotional dysregulation represents a central challenge for children with Autism Spectrum Disorder (ASD), limiting their social adaptation and overall quality of life. This paper explores the role of mental health education (MHE) as a structured rehabilitation strategy to enhance emotional regulation in autistic children. Drawing on theories of emotion regulation, social-emotional learning, and developmental-behavioral models, this study highlights the effectiveness of educational interventions in improving emotional awareness, expression, and coping skills. Data from surveys with parents and teachers in Shandong Province demonstrate that children who participated in MHE exhibited higher levels of self-regulation, emotional stability, and social adaptability. The study concludes that integrating MHE into autism rehabilitation systems offers significant theoretical and practical contributions to special education and psychology.