Impact of Student Learning Strategies on Academic Development and Psychological Well-Being among Children with Autism Spectrum Disorder

Abstract

This cluster-randomised controlled trial examined whether explicitly taught, neurodiversity-affirming learning strategies could simultaneously advance academic development and psychological well-being among children with Autism Spectrum Disorder (ASD). Employing a mixed-methods longitudinal design (N = 360; ages 7–12), participants were allocated to Integrated Strategy Instruction (ISI), Standard Strategy Support, or an active control condition. Multilevel modelling revealed that ISI yielded statistically significant and educationally meaningful gains in both domains: academic outcomes (Hedges' g = 0.33–0.42) and psychological well-being (g = 0.58–0.71), with effects sustained across four assessment waves. Structural equation modelling confirmed partial mediation via strategy internalisation and academic self-efficacy, while moderation analyses indicated heightened benefit for learners with elevated baseline anxiety or executive function challenges. Latent growth curves demonstrated compensatory trajectories, with initially lower-performing students exhibiting steeper improvement under ISI. High implementation fidelity (>90%) and qualitative narratives underscored autonomy, sensory affirmation, and generalisation as active ingredients. These findings validate an integrated theoretical framework, uniting Cognitive Load Theory, Self-Determination Theory, and the Neurodiversity Paradigm, and offer a scalable, evidence-based pathway toward equitable, holistic education for autistic learners..