Between inclusion and aggression: a systemic review of school violence against students with autism
Entre la inclusión y la agresión: una revisión sistémica sobre violencia escolar en estudiantes con autismoArticle Sidebar
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This research examines school violence against students with Autism Spectrum Disorder (ASD), focusing on its manifestations and consequences across emotional, social, and academic dimensions. A systematic review following the PRISMA 2020 methodology was conducted, analyzing 25 scientific articles published between 2015 and 2024 from PubMed and Scopus databases. The findings reveal that students with ASD experience high rates of bullying (verbal, physical, and social exclusion) as well as teacher harassment, with severe consequences including depression, anxiety, suicidal ideation, and poor academic performance. The study identifies a vicious cycle between social difficulties and victimization, exacerbated by insufficient inclusive policies that perpetuate this situation. The research concludes by emphasizing the urgent need to implement comprehensive prevention strategies and support systems to ensure safe, inclusive educational environments for both students and educators - ultimately aligning with the principles of Sustainable Development Goal 4
La presente investigación trata sobre la violencia escolar en estudiantes con Trastorno del Espectro Autista (TEA): sus formas de manifestarse y sus consecuencias en las dimensiones emocional, social y académica. Se ha llevado a cabo una revisión sistemática, siguiendo el método PRISMA 2020, en un total de 25 artículos científicos que se hallaron entre el 2015 y el 2024. Se desarrolló desde las bases de datos PubMed y Scopus. Los resultados de esta revisión reflejan que el alumnado con TEA sufre acoso escolar en altas medidas (acoso verbal, acoso físico, acoso por exclusión social) así como de acoso por parte del profesorado, y que las consecuencias son graves (depresiones, ansiedad, pensamientos suicidas y bajo rendimiento académico). Además, se ve que hay un círculo vicioso (dificultades en lo social versus victimización) y que la falta de políticas que garanticen la inclusión hace que se siga reproduciendo esta situación. Para finalizar, se indica que, es urgente llevar a cabo la implantación de estrategias de prevención para la atención integral para garantizar una educación en la que tanto el alumnado como los docentes se sientan seguros e incluidos; en definitiva una educación que siga las orientaciones del Objetivo de Desarrollo Sostenible 4
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