PROFILING AUTISTIC TRAITS IN MALAYSIAN BOARDING SCHOOLS: A DESCRIPTIVE ANALYSIS

<p><span lang="EN-US">Autism Spectrum Disorder (ASD) is characterized by distinct neurological and behavioural traits<span> </span>that<span> </span>can<span> </span>influence<span> </span>learning<span> </span>adaptation<span> </span>and<span> </span>social<span> </span>interaction.<span> </span>Understanding<span> </span>autistic<span> </span>traits (ATs) in structured educational settings such as boarding schools, is crucial for developing effective<span> </span>support<span> </span>strategies.<span> </span>This<span> </span>study<span> </span>provides<span> </span>a<span> </span>descriptive<span> </span>analysis<span> </span>of<span> </span>ATs<span> </span>patterns<span> </span>among boarding school students in Malaysia using the translated Malay version of the Autism Quotient Short (AQ-28). A total of 966 students from various boarding schools across Peninsular Malaysia participated in the study. The findings revealed a mean<span> </span>AQ-28 score of 62.66 (<em>SD </em>= 6.94), indicating varying levels of<span> </span>ATs among students.<span> </span>The descriptive analysis highlights notable patterns in ATs distribution, suggesting that autistic characteristics may influence students’ academic engagement, peer relationships and overall adaptation to the boarding<span> </span>school<span> </span>environment.<span> </span>Given<span> </span>the<span> </span>structured<span> </span>and<span> </span>socially<span> </span>immersive<span> </span>nature<span> </span>of<span> </span>boarding schools, students with higher ATs levels may face unique challenges in both academic and social contexts. These findings underscore the importance of implementing inclusive educational practices<span> </span>such<span> </span>as<span> </span>differentiated<span> </span>instruction,<span> </span>social<span> </span>skills<span> </span>development<span> </span>and<span> </span>tailored support systems to enhance student well-being. By providing a comprehensive overview of ATs prevalence, this study contributes to a deeper understanding of neurodiversity in Malaysian boarding schools and informs proactive educational strategies. Recognizing and addressing the diverse needs of students with ATs can help create a more supportive and inclusive learning environment. Overall, giving them the opportunity to grow academically, socially and emotionally,<span> </span>it will help to increase<span> </span>their self-confidence,<span> </span>motivation to learn, and their interaction skills in the school community and society.</span></p>