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Bullying and social situations at school

Who is it for? For parents and teachers as well as for pupils on the autism spectrum who want to know what studies show about bullying and about strain in social situations at school.

In brief

In a meta-analysis of 34 studies, the pooled share of pupils with autism who experienced bullying was 67 %; 29 % were involved in bullying as perpetrators, 14 % in both roles. [2] The risk of becoming a victim was higher than for classmates without disabilities and for pupils with other disabilities. [2] Links were found with difficulties in social interaction and communication, with outward- and inward-directed symptoms and with inclusive school settings; the figures differed strongly between studies. [2] A more recent review found that bullying can contribute to depression, anxiety and social withdrawal. [1] Bullying is never the fault of the child concerned. Schools should have clear rules and prevention for everyone.

This English translation was produced with AI assistance and has not yet been independently reviewed.

How common is bullying?

The meta-analysis by Park and colleagues (2020) evaluated 34 studies (31 from western, 3 from eastern countries). The pooled shares were 67 % for experience as a victim, 29 % for perpetrator behaviour and 14 % for both. [2] The authors stress that the shares varied by culture, age, school setting and quality of the studies. [2] A further review (74 studies) found that the share in the studies turned out differently. [1] A share of 67 % is not a value you can transfer to your class: it comes from pooled studies with different definitions and surveys (self-, parent- and teacher reports). Note: this is a classification by the editorial team.

Which factors were linked with bullying?

In the meta-analysis, more experience as a victim was linked with: difficulties in social interaction and communication, outward-directed symptoms (externalising) and inward-directed symptoms (internalising) and integrated inclusive school settings; perpetrator behaviour was linked with outward-directed symptoms. [2] The authors concluded that younger pupils and those in inclusive settings need particular attention. [2] This is no argument against inclusion but an indication that inclusion needs support and prevention. Note: this is a classification by the editorial team. More on school types: School types and inclusion: which school fits?.

Consequences

The 2025 review described verbal, social and physical forms of bullying and found that bullying can contribute to the development of depression, anxiety and social withdrawal; education, inclusive environments, strengthening resilience, cooperation, rules and laws as well as psychological support are discussed as starting points. [1] If your child no longer wants to go to school, bullying can play a role. More: School avoidance and school absenteeism in autism. In acute emotional distress: Psychological strain and suicidal thoughts in adults on the autism spectrum.

The authors of the meta-analysis recommended: clinicians, parents, teachers and other school staff should be alert when pupils with autism show major social difficulties or marked inward- or outward-directed symptoms, and then check whether bullying is present. They consider general measures for everyone in the school community important: clear rules and expectations, concrete procedures for bullying for all pupils and teachers as well as regular bullying prevention for everyone. [2] For teachers: Pupils with autism in lessons; for cooperation with parents: Good cooperation between parents and school.

What you can do

The following points are suggestions from the editorial team that follow the recommendations:

What do we know – what is still open?

Finding (meta-analysis, with limitations): Experience as a victim was common in pupils with autism in the studies and more common than in classmates. [2]

Open:

  • The meta-analysis names as limitations a small number of studies, few studies from eastern cultures as well as heterogeneity and indications of publication bias, which can influence some estimates. [2]
  • Whether inclusive settings cause bullying or whether other factors lie behind it, the analysis does not show.
  • The editorial team has not evaluated studies on Germany; the effect of concrete programmes in schools is not established here.
  • The 2025 review was evaluated from its summary only. [1]

Note: This article offers general information. It does not replace personal advice or treatment by professionals. It gives no legal information on schools’ duties.

Sources and literature

  1. Daghustani WH, Abo Hamza EG, Hogg R, Moustafa A. Autism, bullying, and mental health: a comprehensive systematic review. Frontiers in Psychiatry 2025;16:1653663. https://doi.org/10.3389/fpsyt.2025.1653663 – Systematic review (74 studies)
  2. Park I, Gong J, Lyons GL, Hirota T, Takahashi M, Kim B, Lee S, Kim YS, Lee J, Leventhal BL. Prevalence of and Factors Associated with School Bullying in Students with Autism Spectrum Disorder: A Cross-Cultural Meta-Analysis. Yonsei Medical Journal 2020;61(11):909–922. https://doi.org/10.3349/ymj.2020.61.11.909 – Meta-analysis (34 studies)

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