Social Anxiety, Social Avoidance, Self-Esteem, and Loneliness: The Role of Class Type for Autistic Adolescents

Objective: This study examined differences in social anxiety, social avoidance, loneliness, and self-esteem among autistic adolescents attending special education versus general classes, and whether class type moderated associations among these variables. Method: Participants included 137 autistic adolescents without intellectual disability from multiple mainstream schools in central Israel. They completed validated self-report questionnaires: Liebowitz Social Anxiety Scale, UCLA Loneliness Scale, and Rosenberg Self-Esteem Scale. Results: Autistic adolescents in special education classes reported higher social anxiety, social avoidance, and loneliness than peers in general classes, while self-esteem did not differ. Class type moderated associations between social anxiety and loneliness, and between social avoidance and loneliness, with stronger associations in general classes. Self-esteem consistently served as a protective factor across both class types. Conclusions: Educational context relates to autistic adolescents’ social-emotional experiences, with stronger associations between social anxiety, avoidance, and loneliness in general versus special education classes. These findings provide a descriptive comparison of educational contexts, suggesting that observed differences may reflect variations in social exposure or pre-existing needs that influenced placement, rather than the effects of the placement itself. While self-esteem remains a consistent protective factor, these results highlight the need for supportive strategies that promote inclusion and wellbeing for autistic adolescents across all settings.