Culturally Sustaining Cognitive and Behavioral Interventions for Reducing Anxiety in Autistic School‐Aged Students: A Systematic Review

• Published in: Psychology in the schools
• Main Authors: Zafeer, Hafiz Muhammad Ihsan, Maqbool, Samra, Rong, Yu, Maqbool, Sufyan
• Format: Journal Article
• Language: English
• Published: 04.08.2025
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.70077

Anxiety is a prevalent and disruptive condition among autistic school‐aged students, often worsening difficulties in communication, learning, and peer interactions. This systematic review evaluates the effectiveness of culturally sustaining cognitive and behavioral interventions (CBIs) in reducing anxiety within this population. A structured search across five academic databases yielded eleven peer‐reviewed studies published between 2014 and 2024, primarily from North America, Europe, Africa and Australia. These studies were reviewed to (a) identify culturally sustaining components used in CBIs, (b) assess their impact on anxiety reduction, and (c) highlight existing research gaps. Findings demonstrate that interventions integrating cultural narratives, culturally tailored social skills training, family involvement, school‐based support, and community engagement are associated with positive outcomes in anxiety management. Despite these promising approaches, several gaps remain, including a limited number of culturally specific intervention models, a lack of longitudinal studies, and the underrepresentation of autistic individuals’ cultural perspectives in intervention design. The results highlight the need for more inclusive research frameworks that engage diverse populations and use culturally responsive evaluation tools. Future studies should prioritize co‐designed, community‐informed approaches that reflect the lived experiences and cultural contexts of autistic students and their families. To effectively reduce anxiety in autistic school‐aged students, practitioners should incorporate culturally relevant practices into cognitive and behavioral interventions. Tailoring interventions to reflect the cultural values, beliefs, and traditions of the students can enhance their engagement and responsiveness. This approach ensures that interventions are not only effective but also respectful and supportive of the student's cultural identity. Involve families in the intervention process to provide comprehensive support for autistic students. Practitioners should engage parents and caregivers through culturally appropriate training and resources that align with the family's cultural context. Collaborative family involvement can enhance the consistency of the intervention and reinforce coping strategies at home, leading to improved outcomes for the student Recognize and address the diverse needs of autistic students by customizing cognitive and behavioral interventions. Practitioners should be prepared to adapt strategies such as cognitive restructuring and social skills training to meet the individual's cultural background and specific anxiety‐related challenges. The personalized approach ensures that interventions are effective and relevant, fostering a supportive environment that promotes the student's well‐being and academic success.