<![CDATA[Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent difficulties in social communication and behavioral–attentional regulation, which in inclusive education settings manifest as reduced sustained attention, emotional regulation, and classroom participation. This integrative literature review synthesizes contemporary theoretical and empirical evidence on the relationship between dietary-related physiological mechanisms and classroom-relevant behavioral outcomes. A structured search of Scopus, PubMed, ScienceDirect, and Google Scholar was conducted to identify relevant peer-reviewed literature. Retrieved studies were screened by inclusion and exclusion criteria and synthesized thematically. Findings suggest that microbiota-targeted and multicomponent dietary interventions may be associated with improvements in behavioral regulation, although results remain heterogeneous across studies and intervention types. Reported effects include reductions in irritability, improved emotional stability, and decreased sensory dysregulation, which may support behavioral readiness for structured learning. The review concludes that dietary interventions should be understood as indirect facilitators of educational accessibility rather than direct cognitive enhancers. These findings support the integration of nutritional considerations within inclusive education frameworks through multidisciplinary collaboration among educators, families, and healthcare professionals to enhance classroom engagement in students with ASD.]]>
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