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Abstract
Research has consistently shown that children and young people with autism spectrum
conditions are more likely to be bullied than those with other or no special educational
needs. The aim of this study was to examine risk and protective factors that could
help to explain variation in exposure to bullying within this group. A sample of 722
teachers and 119 parents reported on their child's experience of being bullied. This
response variable was regressed onto a range of explanatory variables representing
individual and contextual factors. The teacher- and parent-rated regression models
were statistically significant, explaining large proportions of variance in exposure
to bullying. Behaviour difficulties and increased age were associated with bullying
in both models. Positive relationships and attending a special school were associated
with a decrease in bullying in the teacher model, with use of public/school transport
predicting an increase. In the parent model, special educational needs provision at
School Action Plus (as opposed to having a Statement of Special Educational Needs)
was a significant risk factor, and higher levels of parental engagement and confidence
were associated with reductions in bullying. These findings are discussed in relation
to the autism spectrum conditions literature, and opportunities for intervention are
considered.