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Description
Studies indicate a significant association between bullying and school refusal in autistic students (Bitsika et al., 2020; Ochi et al., 2020). A recent systematic review identified bullying as the most frequently studied factor influencing school absenteeism and the most significant risk factor (Sasso & Sansour, 2024). However, previous studies used quantitative methods, relying on proxy surveys. This study shifts focus to the perspectives and experiences of autistic youth regarding their school absenteeism and the role of bullying.
Twenty interviews were conducted with autistic students in Germany (aged 7-20), all of whom had experienced school absenteeism. The grounded theory that emerged revealed bullying as a key causal factor. Crucially, it is not bullying itself but the response (or lack thereof) from adults, particularly teachers, that significantly affects absenteeism. The study also found that the lack of adequate adult intervention and support had a direct impact on the students' mental health, contributing to their decision to avoid school. Discrimination or inadequate support from adults directly led to absenteeism, with responses failing to meet the students' specific needs.
The findings highlight the importance of active intervention in stopping bullying and addressing the needs of autistic students to prevent absenteeism.
Keywords
Autism School Absenteeism Special Needs Teacher-Student-Interaction
| Please indicate what type of scientific contribution it is | Qualitative method study |
|---|---|
| Please also indicate what kind of contribution it is: | Scientific |
