The effect of autistic traits on school performance and sense of inclusion moderated by migration background

Abstract

Adolescents with autism have an increased risk of academic delay and a negative sense of inclusion. However, research lacks the perception of adolescents with autistic traits but no ASD diagnosis. Previous research has shown that adolescents with a migration background in particular are underdiagnosed, for example, due to the tendency to somatize symptoms. The aim of this study was therefore to examine the relationship between autistic traits, migration background, academic delay, and sense of inclusion among adolescents and young adults. Hypotheses were tested using regression analyses, with migration background as a moderator. The first hypothesis was that adolescents with more autistic traits experience more academic delay and, a more negative sense of inclusion than adolescents with fewer autistic traits. The second hypothesis was that adolescents with a migration background and autistic traits will experience more academic delay and a negative sense of inclusion, than adolescents without a migration background. Results indicate that autistic traits are significantly negatively associated with a sense of inclusion, but not with academic delay (N=361). Contrary to expectations, adolescents with a migration background experience a more positive sense of inclusion. No significant interaction was found between autistic traits and migration background. However, the study included relatively few participants with a migration background (8%). Consequently, it is not possible to extrapolate the findings to a population that is more heterogeneous. In conclusion, this study provides insights into the complex relationships between autistic traits, migration background, and sense of inclusion, highlighting the need for further research.