Measuring School Participation Supports and Barriers for Children with Autism Spectrum Disorder in Saudi Arabia

Background/Objectives: Autism spectrum disorder (ASD) is a neurodevelopmental condition that affects children’s communication and social skills and can affect their quality of life. School is an important setting for social development and academic growth. However, many students with ASD encounter barriers that limit their participation in school activities. This study aimed to assess school participation among Saudi students with ASD. Methods: We conducted a cross-sectional study of 80 students, including 40 students diagnosed with ASD and 40 age-matched typically developing peers. Data were collected using the school section of the Participation and Environment Measure for Children and Youth (PEM-CY). Results: Students with ASD had significantly lower participation in school-sponsored teams, clubs, and organizations (OR = 2.89, 95% CI: 1.30–6.45, p = 0.009), getting together with peers outside school (OR = 3.44, 95% CI: 1.53–7.72, p = 0.003), and special school roles (OR = 6.91, 95% CI: 2.87–16.64, p < 0.001). Parent-reported perceptions of school safety were also significantly associated with ASD group status (OR = 0.36, 95% CI: 0.16–0.84, p = 0.02). Among the environmental and resource-related factors assessed, perceived safety showed a nominally statistically significant association with group status in the exploratory analysis. These findings were not adjusted for multiple comparisons and should be interpreted cautiously. Conclusions: The findings of the current study highlight the importance of promoting inclusive school participation and developing targeted interventions to support the educational experiences of students with ASD.