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

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.