Student retention in kindergarten is a common practice, so that students will obtain the necessary school preparation for elementary school. However, this practice is also used for students with autism spectrum disorders (ASD), without sufficient research data on the impacts of retention on this group of students. The current study examines the impacts of infants’ retention on their social and cognitive domain. A sample of 102 pupils from kindergartens from all over Greece was taken, and it was observed that the retention was advantageous, but only when it was performed under specific conditions and a supportive framework.
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