Prevalence of and Factors Associated with School Bullying in Students with Autism Spectrum Disorder: A Cross-Cultural Meta-Analysis

Abstract

Through this meta-analysis, we sought to examine the prevalence of, risks for, and factors associated with bullying involvement (victimization, perpetration, perpetration-victimization) among students with autism spectrum disorder (ASD). Additionally, we attempted to examine sources of variance in the prevalence and effect sizes of bullying in students with ASD across studies. Systematic database and literature review identified 34 relevant studies (31 for Western countries, three for Eastern countries). Pooled prevalence estimates for victimization, perpetration, and perpetration-victimization in general were 67%, 29%, and 14%, respectively. The risk of victimization in students with ASD was significantly higher than that in typically developing students and students with other disabilities. Further, deficits in social interaction and communication, externalizing symptoms, internalizing symptoms, and integrated inclusive school settings were related to higher victimization, and externalizing symptoms were related to higher perpetration. Finally, moderation analyses revealed significant variations in the pooled prevalences thereof depending on culture, age, school settings, and methodological quality and in the pooled effect sizes according to publication year and methodological quality. Our results highlight needs for bullying intervention for students with ASD, especially those who are younger, are in an inclusive school setting, and have higher social difficulties and externalizing/internalizing symptoms; for intensive research of bullying experiences among students with ASD in Eastern countries; and for efforts to improve the methodological quality of such research.

Perpetration of and Victimization in Cyberbullying and Traditional Bullying in Adolescents with Attention-Deficit/Hyperactivity Disorder: Roles of Impulsivity, Frustration Intolerance, and Hostility

“…Traditional bullying can involve physical acts, verbal utterances, social exclusion, property theft, and other behaviors [ 2 ]. Compared with those without ADHD, adolescents with ADHD have higher risks of being victims and perpetrators of cyberbullying [ 3 , 4 , 5 ] and traditional bullying [ 6 , 7 , 8 ]. Victimization in cyberbullying is significantly associated with depression and suicidality in adolescents with ADHD [ 4 ].…”

The school environment and bullying victimization among seventh graders with autism spectrum disorder: a cohort study

“…The present study investigated how the school environment is associated with bullying victimization among seventh graders (aged 12–13 years) with ASD. Bullying victimization, which has been widely examined in other studies [ 22 , 23 ], was analyzed in this study. We examined four types of bullying victimization separately (social exclusion, insults or teasing, extortion, and sexual harassment) and their relationships with the school environment while controlling for individual variables.…”

Social Anxiety in Victimization and Perpetration of Cyberbullying and Traditional Bullying in Adolescents with Autism Spectrum Disorder and Attention-Deficit/Hyperactivity Disorder

“…Involvement in traditional bullying, such as physical, verbal, and relational bullying, is prevalent among children and adolescents with autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD). A meta-analysis reported that the pooled prevalence estimates for victimization and perpetration of traditional bullying in students with ASD were 67% and 29%, respectively [ 1 ]. A review study also found that children with ASD are bullied by peers at a rate three to four times that of nondisabled peers with negative impacts on academic functioning and mental health symptoms, including increased risk for suicidality [ 2 ].…”