School-Based Emotion Regulation Support for Learners with Autism Spectrum Disorder: A Systematic Literature Review of Interventions, Mechanisms, and Implementation

Abstract

This systematic literature review examined recent empirical evidence on school-based emotion regulation and self-regulation interventions for learners with Autism Spectrum Disorder (ASD), focusing on intervention types, reported effects, underlying mechanisms, and implementation factors. Learners with ASD often experience emotion regulation difficulties that may affect attention, classroom participation, peer interaction, behavioural adjustment, and well-being. Guided by the PRISMA 2020 framework, studies published between 2020 and 2025 were identified through Scopus, Web of Science, PubMed, ERIC, and supplementary searches. After screening, eligibility assessment, quality appraisal, and data extraction, 27 records were retained. Among these, 22 studies were included in the thematic and mechanism-based synthesis, while five records were retained as supporting evidence. The included studies were appraised using the Mixed Methods Appraisal Tool (MMAT) 2018. Five intervention themes were identified: cognitive-behavioural and anxiety-focused interventions, social-emotional and peer-mediated interventions, interoception and body-based regulation approaches, technology-assisted and gamified emotional learning, and teacher training with implementation support. Findings suggest that school-based interventions may support emotional awareness, coping skills, anxiety regulation, behavioural self-regulation, social participation, classroom engagement, and teacher-mediated support. However, effectiveness varied according to learner characteristics, intervention mechanisms, school context, and implementation fidelity. This review concludes that emotion regulation is a teachable educational competency. Effective support for learners with ASD should be differentiated, mechanism-based, and embedded within everyday classroom routines.