A total of 40% of children with ASD have clinical symptoms of anxiety. However, there is little research on how teachers respond to this type of behaviour in the classroom. This study aimed to compare teachers' responses towards the anxiety of students with ASD and to explore the relationship between these responses and their ASD awareness and emotional regulation strategies. A quantitative study was conducted using a non-probabilistic sample of 139 Cuban teachers from primary schools and preschools. The results indicate that teachers responses towards the anxiety of students with ASD vary in relation to age, experience in inclusive schools, specific training on educating students with ASD and teaching stage, as well as the type of anxiety. The findings also revealed that emotional regulation and knowledge about ASD had a significant impact on teachers' responses. Practical implications and future lines of research are discussed.

中文翻译：

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了解小学和幼儿园教师对自闭症儿童焦虑的反应

共有40%的自闭症儿童有焦虑的临床症状。然而，关于教师如何应对课堂上此类行为的研究却很少。本研究旨在比较教师对自闭症谱系障碍学生的焦虑反应，并探讨这些反应与他们的自闭症谱系障碍意识和情绪调节策略之间的关系。使用来自小学和幼儿园的 139 名古巴教师的非概率样本进行了一项定量研究。结果表明，教师对自闭症谱系障碍学生焦虑的反应因年龄、包容性学校的经历、教育自闭症谱系学生的具体培训和教学阶段以及焦虑类型而有所不同。研究结果还显示，情绪调节和对自闭症谱系障碍的了解对教师的反应有显着影响。讨论了实际意义和未来的研究方向。