Autism & bullying in school

Almost all of us have experienced bullying in school. While bullying is a common experience for any child, it is particularly common in autistic children. In this article we explore bullying from an autism lens. How prevalent is bullying in autism? What factors lead to bullying of autistic individuals? And what interventions show evidence of effectively addressing bullying specific to autism?

Prevalence of Bullying in Autism

It is widely accepted that bullying is more prevalent in autistic children than neurotypical children.^[1]Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review, Humphrey & Hebron (2014) However, when we actually break down the numbers, it is still shocking to see how pervasive bullying is. Up to 94% of autistics report experiencing bullying in school!^[2]Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review, Humphrey & Hebron (2014) Furthermore, 87% of autistics report being bullied weekly and 40% report being bullied daily, compared to 15% of neurotypicals.^[3]Relationships with peers and use of the school environment of mainstream secondary school pupils with Asperger syndrome (high-functioning autism): A case-control study, Wainscot et al. (2008) This bullying includes both physical and emotional forms of bullying. For example, 75% of parents report that their autistic child had been hit or emotionally bullied in the past year compared to 30% of neurotypical children.^[4]Middle-class mothers’ perceptions of peer and sibling victimization among children with Asperger’s syndrome and nonverbal learning disorders, Little (2002)^[5]Cross-national time trends in bullying behaviour 1994-2006: findings from Europe and North America, Molcho et al. (2009)

Autistic children socialized as boys seem to have the highest rate of bully victimization.^[6]Types and experiences of bullying in adolescents with an autism spectrum disorder, Kloosterman et al. (2013) Although, one must wonder whether more covert forms of bullying and higher levels of masking, often associated with children socialized as girls, may explain this difference or may result in less noticing and reporting by teachers and parents.

Victim or perpetrator?

There is a misconception that autistic children tend to be the perpetrators of bullying. In reality, research findings over the years have actually been mixed. More recently, this was found to be because studies historically have not controlled for demographics or co-occurring conditions like ADHD. When studies properly controlled for these variables, autistics tended to be the victims of bullying more often than the perpetrators.^[7]Bullying Prevalence in Students With Autism Spectrum Disorder, Campbell et al. (2017)^[8]Autism Spectrum Disorder and School Bullying: Who is the Victim? Who is the Perpetrator?, Hwang et al. (2017) The numbers are quite inconsistent across studies however, as an example, one study found that autistics are perpetrators 10% of the time versus 44% of the time in neurotypicals.^[9]Prevalence of School Bullying Among Youth with Autism Spectrum Disorders: A Systematic Review and Meta-Analysis, Maïano et al. (2015)

Research methods aren’t the only reason this misconception exists. Here are some other explanations:

Bullying involves intent to harm

Autistic children can often display emotional outbursts and aggressive behaviour. However, the underlying trigger for these behaviours is important to understand. In order for these behaviours to be considered bullying, they must be acted out with the intent to cause harm. Research finds that autistic behaviours that are aggressive do not typically fall under this category.^[10]Bullying Among Adolescents With Autism Spectrum Disorders: Prevalence and Perception, Van Roekel et al. (2010) It is more likely that the autistic individual is having a meltdown in an attempt to self-regulate or that their aggression is a reaction to a situation but is not intentionally violent. Notably, it has been shown that bullying is what causes the emotional overload, meltdowns, and aggression in the first place!^[11]Bullying of children and young people with autism spectrum disorders: an investigation into prevalence, victim role, risk and protective factors, Hebron (2012)

Bullying involves an imbalance of power

Moreover, in order for bullying to occur, there must be an imbalance of power. We must recognize that due to ableism, autistics tend to have less power than their peers.^[12]Developmental trajectories of bullying and associated factors, Pepler et al. (2008) They also tend to have lower social status.^[13]Victimization Within Mutually Antipathetic Peer Relationships (Card & Hodges, 2007) Since bullying tends to victimize the person with less power, this often targets autistic individuals.

Factors Influencing Bulling of Autistics

There are several factors which predict the risk of experiencing school bullying in autistic children. Research shows that with the presence of each of these factors, the cumulative risk of experiencing bullying increases exponentially.^[14]Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors, Hebron & Humphrey (2013)

Social and communication differences

Our social and communication differences make autistics easy targets for bullying. Autistics have even been described as “perfect victims” by some researchers.^[15]Assessment Issues in Children and Adolescents with Asperger Syndrome, Klin et al. (2000) It is often found that because of these social communication differences, autistics are particularly easy for bullies to target without getting caught.^[16]Emotional display rules and emotion self-regulation: Associations with bullying and victimization in community-based after school programs, Garner (2010) For example, autistics don’t always recognize when bullying occurs, even if they feel a negative reaction towards an interaction. This may look like not picking up on the difference between an insult and a joke. Additionally, autistics may not recognize when it’s appropriate to report a negative social interaction or even how to report.

One consequence of these social communication differences is that bullying becomes normalized and can escalate beyond what is typically tolerated by neurotypical children.

Noticeable education-related differences

Research shows that neurotypical children find differences easy to target and difficult to empathize with.^[17]Teasing and Bullying Experiences of Middle School Students, Horowitz et al. (2004) In a school setting, autistics are labeled as different because they may be removed/isolated from their peer group, for example because of their IEP (Individualized Education Plan). They also stand out in their class because they may have accommodations or educational supports in place, for example using an AAC (Augmentative and Alternative Communication) device to communicate.

It seems that receiving support for autistic educational needs is necessary, but simultaneously creates reasons for peer ostracization.

Mainstream schooling

Not surprisingly, these educational supports stand out more in Mainstream schools. Accordingly, multiple studies show that autistics attending mainstream schools tend to experience higher rates of bullying.^[18]Prevalence and Correlates of Bullying Involvement Among Adolescents With an Autism Spectrum Disorder, Sterzing et al. (2012)^[19]Risk factors for bullying among children with autism spectrum disorders, Zablotsky et al. (2013) In comparison, autistics don’t stand out as as much in special education schools where neurodiversity and autistic traits are more accepted.

Outwardly observable social struggles

Interestingly, it seems that autistic adolescents who report less social difficulties are also more targeted for bullying. It seems that more social understanding and social integration with neurotypical peers leads to a higher risk of bullying.^[20]Prevalence and Correlates of Bullying Involvement Among Adolescents With an Autism Spectrum Disorder, Sterzing et al. (2012) One hypothesis worth exploring in future research is whether masking and camouflaging mediate this relationship. I wonder if neurotypical peers have less empathy for a student who is labeled as “quirky” or often has social “slip ups” compared to a student who is more outwardly identifiably autistic or who is less able to pass as neurotypical. (Of course both these views are ableist and don’t align with embracing neurodiversity!)

In the Embrace Autism community, many of us were diagnosed later in life and display high levels of camouflaging and masking. I can imagine how in school we may have fit in “too much” to be labeled as autistic or to attend special education programs, but we would have stood out as being “too different” and thus easy to target by our peers.

Consequences of bullying on autistic individuals

Prolonged bullying has been shown to be associated with many negative outcomes in autistics. Research shows an association between bullying and a reduction in relationship building and social interaction, an increase in difficulty completing school work, damages to self-esteem, refusal to attend school, and reduced overall mental health.^[21]How are students on the autism spectrum affected by bullying? Perspectives of students and parents, Ashburner et al. (2018)^[22]Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study, Hebron & Humphrey (2012)^[23]School refusal and bullying in children with autism spectrum disorder, Ochi et al. (2020) Bullying is also associated with a clinically significant increase in suicide and suicidal ideation. This increase is 28x higher for autistic students than for neurotypical students.^[24]Suicide ideation and attempts in children with autism, Mayes et al. (2012)^[25]Investigating Bullying as a Predictor of Suicidality in a Clinical Sample of Adolescents with Autism Spectrum Disorder, Holden et al. (2020)

Addressing bullying as a parent/teacher/clinician

If you are someone who interacts with autistic children and teens, here is a long list of what you can do to be proactive about addressing bullying:

• If you notice that there is a change in behaviour, particularly related to withdrawing from school and social activities, a decrease in capacity to do schoolwork, and poor mental health, this is an indication that you should inquire about bullying.
• Recognize that autistics are less likely to seek advocates or supports when bullied. Often autistics feel obliged to take matters into their own hands, which can lead to aggression as self-protection.^[26]Responses to bullying and use of social support among pupils with autism spectrum disorders (ASDs) in mainstream schools: a qualitative study, Humphrey & Symes (2010)
• Therefore, if you notice aggressive behaviours, directly inquire about bullying.
• In the absence of aggressive behaviours or reporting, it is important to check-in around bullying anyway given how prevalent it is.
• When autistics do come forward, believe what they say! Autistics tend to be truthful about their experiences. In contrast, findings show that neurotypical peers do not report bullying as accurately as teachers do.^[27]Bullying Among Adolescents With Autism Spectrum Disorders: Prevalence and Perception, Roekel et al. (2009)
• Promote respect for diversity and difference. Neurodiversity should be included in all school equity, diversity, and inclusion (EDI) initiatives
• If you are a teacher, avoid singling out your autistic/disabled students. This tends to heighten difference and increase bullying outside the class.
• As a teacher, you can also demonstrate acceptance of difference (instead of conformity). Allow neurodivergent students to be neurodivergent in the classroom!
• Normalize accommodations that are typically only associated with autistic students. For example, ask all students if the classroom lights are too bright, not just the autistic students.
• Dismantle the false belief that more assertiveness will mitigate bullying. This may work in neurotypicals, but it is not effective in autistic individuals.^[28]Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review, Humphrey & Hebron (2015)
• Teach all children the skills needed to identify social cues and vulnerable situations that relate to bullying.
• Teach children how and when to report bullying. This may not be obvious to all children.
• Avoid peer mediation. It has been shown to not be effective against autism-related bullying.^[29]A meta-analysis of school-based social skills interventions for children with autism spectrum disorders, Bellini (2007)

Unfortunately, bullying is something most of us experienced growing up. If you have helpful tips for dealing with bullying, please share with us down below! It is so important that as adults, we actively work to prevent future generations of autistics from experiencing bullying.