Effects of Peer Relationships and Teacher–Student Relationships on Aggressive Behaviors in Chinese Children With Autism Spectrum Disorders Placed in Regular Classrooms and the Mediating Role of Perceived Discrimination

This study investigates the associations of peer relationships and teacher-student relationships with aggressive behaviors in Chinese children with autism spectrum disorder (ASD) placed in regular classrooms, with a specific focus on the mediating role of perceived discrimination. Data are collected from multiple sources, involving 189 ASD children and their teachers across 22 regular primary schools in Guangzhou, Guangdong Province, China. Following behavioral experiments, questionnaire assessments, and data analysis using partial least squares structural equation modeling (PLS-SEM), this study reveals three key findings: (1) both peer relationships and teacher-student relationships negatively affect aggressive behaviors in children with ASD; (2) perceived discrimination positively influences such aggressive behaviors; and (3) both peer and teacher-student relationships indirectly influence aggressive behaviors through the mediation of perceived discrimination. These findings emphasize the need of enhancing on-campus social connections to reduce perceived discrimination among ASD children, thereby mitigating aggressive behaviors, and highlight the necessity of fostering a supportive integrated educational environment in regular classroom settings.