Theory of mind (ToM) is the ability to infer others’ mental states, including beliefs, intentions, and emotions, to understand and anticipate behavior. In educational settings, ToM-related skills are especially relevant for inclusive practice because they may help professionals interpret students’ needs, respond to emotional and behavioral expressions, and build supportive relationships. Despite their importance, little is known about how educational professionals use these skills in everyday interactions with students diagnosed with autism spectrum disorder (ASD). This qualitative study explored the perceptions and experiences of educational professionals working with students with ASD in schools implementing inclusion policies. Semi-structured interviews were conducted with 12 professionals from schools in the Province of Concepción, Chile. Data were analyzed using thematic and content analysis. Participants described frequent use of ToM-related skills in their interactions with students with ASD. Joy and frustration/anger were the emotional states most readily recognized, while frustration/anger was also associated with the greatest emotional discomfort among participants. The analysis further showed that professionals continuously adapted their communication and relational strategies according to students’ emotional and behavioral cues. These findings suggest that ToM-related skills are embedded in everyday educational practice and play a central role in understanding students’ needs and guiding responsive support. Overall, the study highlights the importance of ToM-related skills in inclusive educational settings and underscores the need for targeted training and professional support to strengthen these skills, particularly in relation to managing emotionally demanding interactions and promoting more responsive school environments for autistic students and their educational communities.

Carolina Messer Soubelet is a nurse and a PhD candidate in Mental Health at the University of Concepción, Chile. Her research focuses on the use of theory of mind skills among educational professionals and their impact on the school inclusion of students diagnosed with autism spectrum disorder (ASD). She is an academic at the Faculty of Care Sciences, School of Nursing, at Universidad San Sebastián, Chile.