Program
Special Education M.A.
Number of Pages
83
Year Approved
2026
First Advisor
Meghan Cavalier
Second Reader
Susan Schwope
Abstract
Students with Autism Spectrum Disorder (ASD) are more likely to be bullied by peers (46-94%), bullied by siblings, and chronically bullied than typically developing students (30.5%). Some victims become bullies, particularly when impulsivity and hostility are high or perseverance or prudence are low. Students with ASD are more likely to become bully-victims, especially if they have certain comorbidities. This literature review explores how educators can mitigate this cycle. Schools need a multi-tiered system of supports to support victims with ASD so they do not become bullies: Tier One needs clear policies, anti-bullying programs, and neurodiversity-affirming classrooms. Tiers Two and Three include forgiveness education, character-strength education, and inclusive social skills groups. Small-sample interventions show promise for teaching students with ASD to diffuse anger (self-video modeling, mindfulness, strengths-focused) or to handle a bully (video modeling, role play, board game, power cards). Parents, teachers, and peers each play critical roles.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Johnson, J. R. (2026). From Perfect Victim to Resilient Upstander: How Educators Can Help Middle-School Students with ASD Thrive Despite Peer Aggression [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1305
Terms of Use and License Information
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