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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. [ABSTRACT FROM AUTHOR]

In this study, we used Gross's (2015) emotional regulation model to examine teachers' emotional regulation strategies and the relationship between this emotional regulation and the participation of students with ASD. The sample was selected using a non‐probabilistic technique (convenience) with a total of 131 Cuban teachers from primary schools and preschools participating. The results revealed significant differences in the emotional regulation strategies used by teachers which were associated with teaching stage and specific ASD training, with primary school teachers and those who had ASD training obtaining better results. In addition, a significant relationship was found between teachers using cognitive reappraisal of emotions and the participation of students with ASD in school. Practical implications, teacher training programs and lines of future research are discussed. [ABSTRACT FROM AUTHOR]