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Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools

Perceptions of social support and experience of bullying among pupils with autistic spectrum... In line with current educational policy on inclusive education, the number of pupils with autistic spectrum disorders (ASD) attending mainstream schools is increasing. However, concerns remain about their experiences in school. In particular, previous research has suggested that such pupils are at an increased risk of social exclusion. In light of this, the aim of the current study was to examine the level of social support received and the frequency of bullying experienced by adolescents with ASD. Our sample comprised 40 pupils with ASD, 40 pupils with dyslexia, and a reference group of 40 pupils with no identified special educational needs (SEN), matched by age and gender (and, for the ASD and dyslexic groups, the stage of the SEN Code of Practice). The sample was drawn from 12 mainstream secondary schools in the north‐west of England. Participants completed the Social Support Scale for Children and the My Life in School Checklist. Our analyses indicated that pupils with ASD experienced higher frequency of bullying and lower levels of social support from parents, classmates and friends than either pupils with dyslexia or those without SEN. Interestingly, no differences were observed in the level of social support received from teachers. Analyses examining the relationship between social support and bullying indicated that the receiving support from classmates was the most important means of reducing the frequency of bullying. This was also the aspect of social support on which pupils with ASD scored lowest. The implications of these findings for educational policy and practice in relation to pupils with ASD are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png European Journal of Special Needs Education Taylor & Francis

Perceptions of social support and experience of bullying among pupils with autistic spectrum disorders in mainstream secondary schools

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References (57)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1469-591X
eISSN
0885-6257
DOI
10.1080/08856250903450855
Publisher site
See Article on Publisher Site

Abstract

In line with current educational policy on inclusive education, the number of pupils with autistic spectrum disorders (ASD) attending mainstream schools is increasing. However, concerns remain about their experiences in school. In particular, previous research has suggested that such pupils are at an increased risk of social exclusion. In light of this, the aim of the current study was to examine the level of social support received and the frequency of bullying experienced by adolescents with ASD. Our sample comprised 40 pupils with ASD, 40 pupils with dyslexia, and a reference group of 40 pupils with no identified special educational needs (SEN), matched by age and gender (and, for the ASD and dyslexic groups, the stage of the SEN Code of Practice). The sample was drawn from 12 mainstream secondary schools in the north‐west of England. Participants completed the Social Support Scale for Children and the My Life in School Checklist. Our analyses indicated that pupils with ASD experienced higher frequency of bullying and lower levels of social support from parents, classmates and friends than either pupils with dyslexia or those without SEN. Interestingly, no differences were observed in the level of social support received from teachers. Analyses examining the relationship between social support and bullying indicated that the receiving support from classmates was the most important means of reducing the frequency of bullying. This was also the aspect of social support on which pupils with ASD scored lowest. The implications of these findings for educational policy and practice in relation to pupils with ASD are discussed.

Journal

European Journal of Special Needs Education – Taylor & Francis

Published: Feb 1, 2010

Keywords: autistic spectrum disorders; bullying; social support; inclusive education

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