Exposure to bullying among students with autism spectrum conditions: A multi-informant analysis of risk and protective factors

Abstract

Research has consistently shown that children and young people with autism spectrum conditions are more likely to be bullied than those with other or no special educational needs. The aim of this study was to examine risk and protective factors that could help to explain variation in exposure to bullying within this group. A sample of 722 teachers and 119 parents reported on their child's experience of being bullied. This response variable was regressed onto a range of explanatory variables representing individual and contextual factors. The teacher- and parent-rated regression models were statistically significant, explaining large proportions of variance in exposure to bullying. Behaviour difficulties and increased age were associated with bullying in both models. Positive relationships and attending a special school were associated with a decrease in bullying in the teacher model, with use of public/school transport predicting an increase. In the parent model, special educational needs provision at School Action Plus (as opposed to having a Statement of Special Educational Needs) was a significant risk factor, and higher levels of parental engagement and confidence were associated with reductions in bullying. These findings are discussed in relation to the autism spectrum conditions literature, and opportunities for intervention are considered.

Bullying of children and adolescents with autism spectrum conditions: a ‘state of the field’ review

“…On a similar note, Rowley et al (2012) found that bullying increased in mainstream (as opposed to special) schools for children with less severe social impairments, perhaps reflecting the 'hidden' nature of the higherfunctioning forms of ASC. Finally, Hebron and Humphrey's (2013) multi-informant study found that behaviour difficulties, age, use of public transport, educational placement in mainstream settings, and being in receipt of SEND provision that involved external professional support were associated with increased exposure to bullying, with positive relationships and parental engagement emerging as protective factors in teacher-and/or parent-rated models. Taken together, these studies suggest there are a number of salient risk and protective factors for exposure to bullying among children and young people with ASC, although findings have been inconsistent for some variables (e.g.…”

“…Gender is an underexplored area, and this is likely to reflect the higher rates of diagnosis in boys, meaning that fewer girls participate in studies. Only one study has explored this as a variable to date, with no significant differences found (Hebron and Humphrey 2013). Nevertheless, the potential for the nature of bullying to vary according to gender, as noted in the broader bullying literature (e.g.…”

“…Hebron (2012) used the variables highlighted by Hebron and Humphrey (2013) to develop cumulative risk gradients as a means through which to establish whether the increase in bullying associated with exposure to multiple risks was linear or quadratic in nature. Analysis of both teacher-and parent-rated models provided evidence of the latter -with an exponential increase in bullying following exposure to c.3 risk markers.…”

“…Sofronoff, Dark, and Stone 2011;Sterzing et al 2012) as protective resources, the age-related increase in bullying (e.g. Little 2002;Hebron and Humphrey 2013), and the contexts in which bullying of those with ASC is most likely to occur (e.g. Sterzing et al 2012;Hebron and Humphrey 2013).…”

“…Little 2002;Hebron and Humphrey 2013), and the contexts in which bullying of those with ASC is most likely to occur (e.g. Sterzing et al 2012;Hebron and Humphrey 2013). These can be used to inform and adapt approaches to intervention as a means of reducing risk and increasing protective factors.…”