Self-Reported School Satisfaction in an Australian Sample of Primary School-Aged Children with Autism

School satisfaction is a key component of child well-being, yet little is known about the self-reported experiences of autistic children. This exploratory study investigated self-reported school satisfaction among 57 Australian primary school-aged children with autism (aged 5 to 12 years; mean = 8 years 7 months) and examined associations with literacy skills, adaptive ability, and demographic factors. Overall, children reported relatively high school satisfaction, with 69% agreeing or strongly agreeing with positive statements about school. However, responses to the item “My school is a place where I feel safe and secure” were notably lower, with 18% strongly disagreeing. Correlational and subgroup analyses revealed that lower literacy and related skills were consistently associated with reduced perceived safety at school. No significant associations were found between school satisfaction and demographic variables such as age, gender, or socioeconomic status. These findings highlight the potential importance of adaptive ability and literacy development and perceived safety in shaping school experiences for autistic children. Future research should explore causal pathways and consider interventions that address both academic and social dimensions of school satisfaction for autistic children.