Students with autism spectrum disorder (ASD) face significant challenges in social communication, emotional regulation, and academic engagement, affecting their overall development. Research indicates social-emotional learning (SEL) can enhance these areas, yet its integration into special education remains underexplored. Studies show SEL programs improve social skills, emotional resilience, and academic performance, yet in British Columbia, Canada, the need for structured SEL interventions tailored for ASD students remains a key concern. This systematic review synthesizes research from databases including ERIC, PsycINFO, PubMed, Scopus, Web of Science, and Google Scholar, identifying critical themes such as SEL’s role in improving social competence, the necessity of individualized approaches, and the importance of teacher training. These themes highlight the significance of SEL in promoting inclusive education and preparing ASD students for lifelong success. Future research can include quantitative studies analyzing SEL’s impact on academic outcomes using standardized assessments and qualitative studies exploring perspectives of teachers on SEL implementation challenges and successes in special education settings.
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