Loneliness affects both autistic and non-autistic children. Nevertheless, differences exist in the prevalence and characteristics of loneliness experienced by these two groups, especially in school...Show moreLoneliness affects both autistic and non-autistic children. Nevertheless, differences exist in the prevalence and characteristics of loneliness experienced by these two groups, especially in school settings. This study investigated how four school environment factors, i.e., physical connection, perceived emotional connections, received emotional connections, and recess enjoyment impact loneliness in school-aged children, focusing on the differences between autistic and non-autistic children. Conducted in 2 Dutch special education primary schools, this cross-sectional, between-group study included 104 students (Μ age = 10.4, age range: 6.8 – 14 years): 47 autistic (Μ age = 10.2) and 52 non-autistic (Μ age = 11.4). Loneliness levels were measured with the self-report questionnaire Children’s Loneliness Scale (CLS). For physical connection, the total time children spent in social contact during school recess was measured with proximity sensors (Radio Frequency Identification Device, RFID). Perceived emotional connections was measured with friendship nomination and received emotional connections with the “Like to play” (LITOP) questionnaire. Recess enjoyment was measured with Lunchtime Enjoyment of Activity and Play Questionnaire (LEAP). A regression analysis measured the relationship between feelings of loneliness and the four school environment factors, and the moderating role of autism. An independent sample t-test compared differences between groups for all variables. The results showed a significant relationship between physical connection and loneliness (β = -.409, t = -3.040, p = .003) and recess enjoyment and loneliness (β = .333, t = 2.690, p = .009). Autism moderated the impact of physical connection on loneliness: increased physical connection is associated with reduced loneliness in non-autistic children but heightened loneliness in autistic children (β = .596, t = 2.236, p = .028). Lastly, levels of physical connection (t (97) = 3.393, p = .001) were significantly lower in autistic (M = .539, SD = .221) than in non-autistic children (M = .695, SD). Our findings highlight the importance of understanding the distinct social needs and experiences of social interactions of autistic children. Policymakers and educators should prioritize gaining a deeper understanding of these differences between autistic and non-autistic children in order to develop more effective programs. With this knowledge, tailoring interventions specifically for autistic children can more effectively address loneliness.Show less
Studying loneliness in autistic and non-autistic (allistic) children is a key component in fostering inclusive school environments for students. The current study investigated the effect of total...Show moreStudying loneliness in autistic and non-autistic (allistic) children is a key component in fostering inclusive school environments for students. The current study investigated the effect of total time spent in contact on loneliness in both autistic and allistic children. It was hypothesized that (1) more total time spent in contact would relate to fewer feelings of loneliness and that (2) autistic children would show a weaker association between loneliness and time spent in contact. Moreover, it was expected that autistic children would (3) spend less time in contact and (4) report more loneliness, compared to allistic children. To investigate this, children (N = 100) aged 8 to 14 years from two primary special education schools were included. Contact time measurements were conducted using the Open Beacon Radio Frequent Identification proximity tags, which were worn by students during recess time. Loneliness was measured by using the self-reported Children’s Loneliness Scale. Statistical analysis revealed that more total time spent in contact had different effects on loneliness in the two groups. While the allistic students were found to feel less lonely when spending more time in contact, autistic students were found to experience more feelings of loneliness when spending more time in social contact. Alongside this, the autistic students were found to indeed spend shorter time in social contact than the allistic students, yet no group differences in loneliness were found. This research has found autistic and allistic students to significantly differ in their experience of loneliness in relation to social contact during recess time. The findings of this thesis indicate that further research is required to understand what factors lessen loneliness in autistic students and what is necessary to create inclusive school environments.Show less
Low peer acceptance in childhood can lead to negative outcomes, including loneliness. Autistic adolescents are known to experience social challenges, possibly indicating low peer acceptance and...Show moreLow peer acceptance in childhood can lead to negative outcomes, including loneliness. Autistic adolescents are known to experience social challenges, possibly indicating low peer acceptance and resulting in more loneliness. Therefore, the present study examined peer acceptance, loneliness, and the link between these two constructs, comparing autistic and non-autistic pre-adolescents. Data was collected from two special education schools in the Netherlands. We analysed 75 children aged 8-12 (mean 10.6), of which 34 where autistic and 41 non-autistic, including differential diagnoses. The Child Loneliness Scale measured loneliness. Peer nominations (playmate preferences and reciprocated friendships) and proximity sensors (centrality in playground peer networks) measured peer acceptance. A one-way ANOVA showed no significant difference in loneliness between autistic and non-autistic children. A one-way MANOVA showed no significant effect of autism on playmate preferences and playground centrality, but significantly fewer reciprocated friendships for autistic children. A Hierarchical Multiple Regression revealed that overall peer acceptance and autism did not significantly predict loneliness. The present study found that although autistic children had less reciprocated friendships, they did not feel lonelier and were similarly accepted in peer groups as non-autistic peers. Thus, being accepted by the group, although not necessarily with close individual friendships, could help mitigate loneliness in autistic pre-adolescents.Show less
