The Effect of School Exposure and Personal Contact on Attitudes towards Bullying and Autism in Schools: A Cohort Study with a Control Group

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  • Author(s): Cook, Anna (ORCID Cook, Anna (ORCID 0000-0002-6810-4311); Ogden, Jane; Winstone, Naomi
  • Language:
    English
  • Source:
    Autism: The International Journal of Research and Practice. Nov 2020 24(8):2178-2189.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      12
    • Subject Terms:
      Autism; Pervasive Developmental Disorders; Bullying; School Culture; Peer Influence; At Risk Students; Educational Environment; Preadolescents; Vignettes; Peer Relationship; Special Schools; Prosocial Behavior; Antisocial Behavior; Emotional Response; Interaction; Social Isolation; Victims; Foreign Countries; Intention; Student Behavior; Familiarity
    • Subject Terms:
      United Kingdom (England)
    • Accession Number:
      10.1177/1362361320937088
    • ISSN:
      1362-3613
    • Abstract:
      Research shows that the attitudes of children and adolescents towards bullying are influenced by the school environment and their peer groups. Given the increased vulnerability to bullying for autistic children, this study explored whether neurotypical children's attitudes towards bullying and autism varied according to school exposure and personal contact with autistic people. Survey data were collected at the beginning and end of the school year from 775 children aged 11-12 years, from six schools: three with specialist centres for autism and three without. Participants read vignettes depicting bullying scenarios then completed measures of their attitudes in relation to the vignette and towards autism. Children from centre schools showed a greater increase in prosocial emotions towards bullying. For children from non-centre schools, an interaction showed a decrease in prosocial emotions except in response to social exclusion of an autistic child. Increases in personal contact showed a greater increase in positive attitudes towards autistic people. Explanations draw on theories of inter-group contact and social-moral reasoning. Results highlight the need for contact both at a personal level and through attending a school with an inclusive autism provision to increase understanding, improve attitudes towards autism and reduce tolerance for bullying.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1269975