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

Abstract

Background There is strong evidence to support the association between bullying and the onset of mental health conditions in students with ASD (autism spectrum disorder). In Taiwan, the seventh grade marks the first year of middle school, following elementary school. This period is also when peers tend to perform bullying behaviours to establish status among the peer group. Therefore, seventh grade is considered one of the most challenging times for students with ASD due to several changes within the school environment and the developmental changes that arise at this age. This study aims to assess the association between the school environment and bullying victimization among students with autism spectrum disorder (ASD) enrolled in regular classes in their first year of middle school. Methods Data were obtained from the Special Needs Education Longitudinal Study database located in the Survey Research Data Archive of Academia Sinica. The analysis included one hundred eighty-four seventh graders with ASD who were in regular classes across Taiwan. The primary variables under study were whether the participants had experienced social exclusion, insults or teasing, extortion, or sexual harassment over the past semester. Results Participants with a higher positive friendship quality (P = 0.027) and who had received more peer support upon encountering difficulties in school (P = 0.041) were less likely to experience social exclusion. Participants with a higher positive friendship quality (P = 0.001) and a more positive classroom learning environment (P = 0.031) were less likely to have experienced insults or teasing. However, participants with more friends were more likely to be extorted (P = 0.015) and sexually harassed (P = 0.001) than those with fewer friends. Furthermore, participants in regular classes on a part-time basis were 2.59 times more likely to report sexual harassment than those in regular classes on a full-time basis (P = 0.021). Conclusions This study suggests that a supportive school environment reduces the likelihood that seventh-graders with ASD will be bullied. Clinicians should consider the association between the school environment and bullying victimization among adolescents with ASD in regular classes during their first year of middle school.

The hidden curves of risk: a nonlinear model of cumulative risk and school bullying victimization among adolescents with autism spectrum disorder

“…Socio-ecological theory [ 54 ] asserts that human development is influenced by multiple ecological subsystems, such as family, school, and peers. Long-term exposure to a poor school climate [ 6 ], unhealthy family environment [ 55 ], and weak interpersonal relationships [ 11 ] can lead to various internalizing problems. These internalizing issues can negatively affect peer relationships, prompt stronger emotional reactions in ambiguous situations, and contribute to increases in SBV [ 56 ].…”

“…The distinctive vulnerabilities of individuals with ASD—including communication deficits, atypical interests, stereotyped behaviors, and limited friendships—contribute to their increased susceptibility to SBV [ 3 , 4 ]. These vulnerabilities are exacerbated in mainstream educational settings, where students with ASD encounter SBV more frequently than in specialized environments [ 5 ], with a noted peak during middle school years (roughly ages 12–15) [ 6 ]. Such experiences are not only immediately distressing but can lead to a cascade of adverse long-term effects, including academic difficulties [ 7 ], and mental health challenges such as anxiety, depression [ 8 ], loneliness, and even suicidal ideation [ 9 ].…”

“…First, from a developmental perspective, children's characteristics such as age, gender, and severity of ASD symptoms may shape SBV. Researchers have found that boys generally tend to be victimized more than girls [ 11 ] and SBV peaks during the age of 12–15 [ 6 ]. Others include social vulnerability [ 12 ], living in a low-income household [ 13 ], severity of Asperger syndrome symptomatology [ 14 ] were identified as risk factors for SBV among children with ASD.…”