<p>Inclusion practices for students with high-functioning autism address both academic and social needs, promoting equity, acceptance, and personal development. This systematic review focuses on the inclusive educational practices implemented by teachers to facilitate the integration of students with high-functioning autism, particularly in relation to bullying and the development of friendships. Specifically, the review aims to highlight effective inclusion strategies that prevent victimization and foster positive peer relationships in mainstream elementary classrooms. The systematic review was conducted using the following databases: Google Scholar, PsycINFO, Scopus, and ERIC. The PRISMA flow diagram (Preferred Reporting Items for Systematic Reviews) was used to guide the systematic selection and evaluation of studies. Research data published in the past decade (2014–2024) were included. The review identified 10 studies that explored inclusion interventions for students with high-functioning autism, targeting bullying prevention and the enhancement of peer relationships. These interventions focused on developing social and emotional skills, promoting social interaction and cooperation, supporting emotional regulation, enhancing verbal communication, training school personnel, and reducing social stigma. Despite the progress made, there remains a critical need for interventions that explicitly target victimization prevention and the development of meaningful friendships.</p>