Strategies for Supporting Learners with Autism in Sub-Saharan African Mainstream Classrooms: Systematic Review

Introduction: In the African setting, inclusive education is now a priority to enable access and participation on an equal basis for all learners, including those with autism spectrum disorder (ASD). The successful inclusion of learners with autism within mainstream classes across Sub-Saharan Africa is still highly contentious, although policies support this movement as part of global initiatives, namely the Sustainable Development Goals and the Salamanca Statement. Many teachers are unaware of ASD.

Methods: A systematic review was conducted to identify evidence-based approaches for supporting pupils with autism in typical Sub-Saharan African classrooms. PubMed, ERIC, Scopus and Web of Science were selected as the databases to search the literature from 2010 to 2025. And lastly, empirical studies on teacher-facilitated interventions and instructional or support mechanisms for students with ASD in inclusive settings within Africa were an essential part of the inclusion criteria. Studies conducted outside Africa or with results that do not pertain to classrooms were excluded. This study adhered to the PRISMA guidelines.

Findings: Research studies indicate that many teachers in Africa lack understanding of ASD, and their training for behavioural support does not teach any strategies for supporting these learners in learning. In addition, many barriers impede inclusion initiatives, such as overcrowded classrooms. Some low-cost ways to support students with ASD are the following strategies: visual supports, creating structured routines for students' daily activities, creating an individualised instructional plan, and using peers to support other students who have ASD, along with providing positive behaviour support. The academic, social and emotional inclusion of students with ASD depends on the collaborative efforts of parents, teachers and the community.

Conclusion: This systematic review identifies substantial teacher preparation, expertise, and resource gaps when working with students with autism and suggests evidence-based strategies to implement.