Risk factors for bullying among children with autism spectrum disorders.
Full inclusion raises bullying risk for autistic students—plan anti-bullying supports before placement.
01Research in Context
What this study did
The team asked 1,221 parents of kids with autism about bullying.
They wanted to know which traits or school settings made bullying more likely.
Parents filled out online surveys about their child's diagnosis, behavior, and school placement.
What they found
Kids with Asperger's faced the highest bullying risk.
Having other conditions like ADHD or anxiety doubled the danger.
Full inclusion classrooms raised risk more than special-ed classes.
How this fits with other research
Buse et al. (2014) asked parents the same questions and got the same answers.
Both studies found behavior problems increase risk while special schools lower it.
Begeer et al. (2016) tested this with teen boys and found no difference in bullying rates between school types.
The teens self-reported less defending behavior, but peers saw no difference.
Melegari et al. (2025) followed up and showed bullied autistic teens develop worse anxiety when parents are stressed.
Matson et al. (2008) helps explain why: principals who believe in inclusion push more autistic kids into general ed, setting up the risk Benjamin found.
Why it matters
Before you move a child to full inclusion, screen for bullying risk.
Add peer buddy programs, teacher training, and clear reporting steps.
Check in monthly with both child and parents about social safety.
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02At a glance
03Original abstract
Although children with disabilities have been found to be at an increased risk of bullying, there are limited studies investigating predictors of bullying involvement in children with autism spectrum disorders. The current study presents findings from 1221 parents of children diagnosed with autism spectrum disorder who were selected from a national web-based registry. Parents completed a survey dedicated to the school and bullying experiences of their child, and multivariate logistic regression analyses were conducted to identify child and school risk factors for involvement as victim, bully, or bully-victim. Additional analyses examined the risk of bullying involvement based on the amount of time spent in general education classrooms. Children diagnosed with Asperger's disorder, attending a public school or a school with a general education population, were at the greatest risk of being victimized in the past month. Children with comorbid conditions and a high level of autistic traits were the most likely to be victims, bullies, and bully-victims. Finally, children in full inclusion classrooms were more likely to be victimized than those who spend the majority of their time in special education settings. Future research studies should be invested in finding appropriate supports for children with autism spectrum disorder placed in inclusive settings.
Autism : the international journal of research and practice, 2014 · doi:10.1177/1362361313477920