{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T06:23:53Z","timestamp":1787207033784,"version":"build-2736575974"},"reference-count":51,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T00:00:00Z","timestamp":1787184000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychiatry"],"abstract":"<jats:p>This study aims to examine the behavioral, emotional, and academic changes observed in children diagnosed with autism spectrum disorder (ASD) following the February 6, 2023 Kahramanmara\u015f-centered earthquakes, based on the perspectives of special education teachers. The study was designed as qualitative research and conducted with 22 special education teachers working in the provinces most severely affected by the earthquake, namely Kahramanmara\u015f, Malatya, Hatay, and Ad\u0131yaman selected through criterion plus snowball sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis, following an inductive approach. The findings were organized under three main themes: (1) the multidimensional impacts of the earthquake on children with ASD, (2) the restrictive effects of educational and living environments, and (3) decline in academic skills and learning difficulties. Teachers reported perceived increases in problem behaviors, regressions in social interaction and communication, emotional exhaustion, and losses in psychomotor and self-care skills that they associated with the earthquake, alongside co-occurring circumstances such as displacement, socioeconomic hardship, and interrupted access to education. In addition, inadequate educational conditions and environmental factors that continuously triggered traumatic memories were described by teachers as significant barriers to recovery. Based on these teacher perspectives, the results suggest a need for trauma-informed, comprehensive, and sustainable special education and psychosocial support services to support the post-disaster recovery and educational continuity of children with ASD.<\/jats:p>","DOI":"10.3389\/fpsyt.2026.1849866","type":"journal-article","created":{"date-parts":[[2026,8,20]],"date-time":"2026-08-20T05:28:38Z","timestamp":1787203718000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["The effects of earthquakes on children with autism: teachers\u2019 post-earthquake observations and experiences"],"prefix":"10.3389","volume":"17","author":[{"given":"Mehmet Akif","family":"Kay","sequence":"first","affiliation":[{"name":"Department of Child Care and Youth Services Vocational School of Social Sciences, Batman University","place":["Batman, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Osman 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