What is it about?
In recent years, research has consistently shown that children and young people with autism spectrum conditions (ASC) are more likely to be bullied than those with other or no special educational needs. The aim of the current study was to explore characteristics associated with increases (risk factors) and decreases (protective factors) in bullying. 722 teachers and 119 parents completed questionnaires on their child’s experience of being bullied, with consideration given to both individual and contextual factors. Both teachers and parents reported that behaviour difficulties and increased age were related to being bullied. Teachers also reported that having positive relationships with others and attending a special school were associated with lower levels of bullying, while the use of public/school transport to travel to and from school was accompanied by an increase in bullying. Parents reported that pupils with identified needs but without statutory educational support were at greater risk of being bullied, although higher levels of parental engagement and confidence were associated with reductions in bullying. These findings are discussed in relation to the ASC literature, along with a reflection on the relevance of general bullying research to those with ASC, and the social inclusion of this group of young people. Opportunities for intervention are considered in the light of emerging common themes, including different types of approach and the importance of the school environment.
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Why is it important?
Students with autism spectrum conditions are affected disproportionately by bullying in terms of both prevalence and outcomes. Research that identifies specific factors related to levels of exposure is therefore vital. Adopting an ecosystemic perspective in which both contextual and individual factors are modelled, this research examines a number of potential risk markers for the first time (e.g. mode of transport to school) in addition to clarifying several that have produced inconsistent findings previously. A large representative sample is used, along with a multi-informant design and comprehensive modeling of a range of explanatory variables.
Perspectives
This research, while part of a larger project (Achievement for All), focuses on a key issue that needs to be addressed for young people with autism: bullying. Although for a long time an under-explored area, our understanding of it is gradually gaining the attention it deserves in order to promote a more positive educational experience. I hope that this paper is able to add to the debate and promote better understanding, particularly of the importance of the school environment as both a barrier and facilitator to the prevention of bullying behaviour from the peer group.
Dr Judith S Hebron
University of Leeds
Read the Original
This page is a summary of: Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors, Autism, July 2013, SAGE Publications,
DOI: 10.1177/1362361313495965.
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