Children with autism experience significantly more feeding difficulties compared to their neurotypical peers, which may lead to long-term health risks. School meals for children with autism remain an under-researched area, despite their crucial role not only in nutritional intake but also in the development of social skills, especially for students who require sensory-sensitive and structured environments. These challenges place an increasing burden on families, healthcare systems, and educational institutions. This study aims to propose inclusive and supported school-based practices that promote healthy eating habits and social integration, based on existing literature and empirical experiences, while considering individual needs. A literature review was conducted to identify studies published between 2018 and 2025 that focused primarily on the school eating habits of autistic children and, secondarily, of children with other neurodevelopmental disorders. Using predefined keywords, six relevant studies were selected, which examined eating behaviors, dietary diversity, and influencing factors. Several studies confirm that the eating habits of autistic children can be improved through various interventions, which support the acceptance of new foods, reduce challenging behaviors, and facilitate better adaptation to the school environment. School meals for children with autism present a complex challenge that goes beyond dietary needs, encompassing sensory sensitivities, social interactions, and environmental conditions. A well-structured and supportive school meal program can reduce stress, promote the acceptance of new foods, and enhance students' integration into mealtime settings.