The challenges of mainstream elementary school for autistic children: a synthesis of qualitative views from teacher’s perspective

Objective Inclusive education policies increasingly support the participation of autistic children in mainstream schools. However, limited research has synthesised teachers’ experiences of implementing inclusion in everyday classroom settings. This qualitative meta-synthesis explored teachers’ perceptions of the inclusion of autistic children in mainstream elementary schools across international educational contexts.Method The systematic searches were conducted in Web of Science, PsycINFO, PubMed, and Scopus for qualitative and mixed-method studies published between 2000 and 2025. Twenty studies involving 301 participants, conducted across multiple countries with primarily elementary school teachers, met the inclusion criteria. Data were analysed using inductive thematic synthesis, and methodological quality was assessed using the Critical Appraisal Skills Programme (CASP).Results Four themes emerged: (a) Understanding and managing common characteristics of autistic children; (b) Teachers’ preparedness and family support for inclusion; (c) Exclusions versus inclusion of general classroom conditions; (d) Strategies for successful resolutions. Although teachers generally valued inclusion, they reported significant emotional burden and limited practical training.Conclusion Effective inclusion requires both individualised supports and systemic investment in teacher training, collaboration, family engagement, and neurodiversity-informed practices. Sustainable support structures are essential to reduce teacher burden and promote meaningful participation of autistic students in mainstream education.