Early school intervention shows promise for children most vulnerable to bullying

Children with autism, ADHD and other neurodevelopmental conditions face a sharply higher risk of bullying, while a Madrid trial suggests prevention programmes may work best when introduced in primary school.

Children with neurodevelopmental conditions such as autism and attention deficit hyperactivity disorder face a higher risk of bullying at school than their neurotypical peers, according to research cited by SINC and a study published in JAMA Pediatrics in 2022. The heightened vulnerability appears to be linked in part to difficulties with communication and social interaction, which can make some children stand out to aggressors and less likely to push back when targeted.

The JAMA Pediatrics study found that pupils with neurodevelopmental disorders were more likely to be victimised, with the risk increasing during adolescence for those on the autism spectrum. Celso Arango, the psychiatrist cited by SINC, said children with these conditions can be six to eight times more likely to be bullied. The research also points to a wider group at risk, including children with intellectual disabilities, dyslexia and special educational needs.

That vulnerability matters because bullying and neurodevelopmental problems can feed into one another over time. The evidence reviewed by SINC suggests a two-way relationship: having a developmental condition raises the chance of being bullied, while bullying in turn increases the likelihood of later mental health problems. Researchers have also warned that childhood victimisation may leave long-lasting emotional harm and, in some studies, is associated with a greater risk of psychotic experiences in adulthood.

Schools can make a measurable difference, particularly when prevention starts early. One example is LINKlusive, a school-based programme that combines student assessment with training for pupils, teachers and families. According to a 2024 trial in Madrid published in eClinicalMedicine, the intervention involved 20 schools and more than 6,500 students. The overall reduction in victimisation was not significantly different from the control group across the whole sample, but the programme showed a beneficial effect in primary education, suggesting that younger pupils may respond especially well.

The broader lesson is that bullying prevention is not only a behaviour issue but also a public health one. Strengthening social and emotional skills, building empathy among classmates and improving cooperation between schools and health services may help identify children at risk earlier and reduce the damage caused by repeated victimisation. At the same time, the evidence still leaves open questions about how best to adapt interventions for different ages and settings, and about the precise pathways linking early bullying to later mental illness.