Speaker
Description
Autism is a neurodevelopmental condition characterised by differences in social communication, sensory processing, and repetitive patterns of behaviour. Approximately 1 in 65 pupils in primary and post-primary schools in Ireland are recognised as autistic, many of whom experience substantial challenges in navigating traditional learning environments and face barriers in accessing a quality education. A recent scoping review of the international literature on the school experiences of autistic pupils identified reports of bullying and masking as a key theme, particularly in secondary school (Lynam, Sweeney, Keenan, & McNally, 2024). In a large scale qualitative study of the school experiences of autistic children in Ireland, we interviewed 51 autistic pupils in primary and secondary schools about inclusion and education. While bullying was rarely explicitly named by children and young people, there were several instances of peer exclusion, and an absence of belonging in school. This was often connected to difficulties connecting with classmates and finding shared interests. In this paper we present a thematic analysis of instances of exclusion and bullying to identify ways in which schools can support autistic pupils around experiences of bullying. We also draw on our findings to highlight recommendations to prevent bullying of neurodivergent pupils in both primary and secondary schools.
Keywords
Autism; bullying; primary school; secondary school; exclusion
| Please also indicate what kind of contribution it is: | Scientific |
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| Please indicate what type of scientific contribution it is | Qualitative method study |
