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A study of teachers at special schools found that about 1 in 5 students had autism spectrum issues. These children had more mental health problems like depression and anxiety, and more difficulties in daily life. Despite having greater needs, they received less counseling but more school support and speech therapy than other children. This suggests these students may not be getting all the help they need.

This survey of 551 teachers at special schools for emotional and behavioral disorders (EBD) found that 19.0% of students had autism spectrum problems, with an additional 16.7% showing slight problems. Students with ASD symptoms showed significantly higher rates of co-occurring mental health issues including depression, anxiety, compulsions, and tics, along with greater functional impairment and distress. Despite higher needs, these students received less psychotherapy and more school-based support and speech therapy compared to other students. The study suggests a care gap exists, with students with ASD symptoms in EBD schools being underserved despite their elevated mental health needs.

Findings suggest need for improved mental health screening and therapeutic services for autistic students in EBD schools. Educational and healthcare systems should address care gaps through better coordination between school-based supports and clinical services, particularly psychotherapy access for this vulnerable population.

Study relies on teacher reports rather than clinical assessments. Sample size not clearly reported. Cross-sectional design prevents causal inferences. Limited to EBD school settings which may not represent broader ASD population. No comparison with mainstream educational settings provided.

Mental Health Problems and Care Situation in Students with Problem Behaviour from the Autism Spectrum (ASD) at Special Schools for Emotional and Behavioral Disorder (EBD) Children Children and adolescents with ASD often require specific support both inside and outside of school. The majority of these children are educated at special schools for emotional and behavioral disorder (EBD). There is no data available on how often ASD problems occur at EBD special schools, what other emotional and behavioral problems are shown, and how the students are supported. In the study, teachers at EBD special schools were surveyed on their pupils' mental health problems, including ASD, and the use of care services (N = 551). 19.0 % were rated as having problems in the autism spectrum, 16.7 % as having slight problems, and 64.3 % as having no problems in the autism spectrum.

Pupils with behavioral problems in the autism spectrum were considered to be more affected by symptoms of depression, anxiety, compulsions and tics, among others. The values for functional impairment and distress were also significantly higher. Furthermore, children with elevated scores in the ASD spectrum receive significantly less psychotherapy and significantly more school support and speech therapy. Pupils with ASD symptoms make slightly more use of support services than other children, despite much higher levels of strain.

There seems to be a gap in care that is relevant for the adaptation of conditions in schools and medical- and therapeutic services.