Navigating Autism and School: Tales of Bullying and Survival

Introduction

As a fellow Neurodivergent individual, including those with ADHD, anxiety disorders, and tic disorders, I can attest that the school experience for many autistic individuals is far from ideal. Autism does not just mean heightened hyperfocus on certain interests; it often comes with unique challenges that can be exacerbated by the pressures of school and social environments. Unfortunately, my journey was not an isolated case, but rather part of a broader issue that many autistic students face daily.

Autism in the Classroom

One size does not fit all when it comes to educational settings, particularly for neurodivergent students. During my 13th year in 2013 to 2014, I was part of an after-school care program that put Neurotypical and Neurodivergent individuals together. This combination was not conducive to a supportive environment as it often led to misunderstandings and conflicts. The bullying I experienced was pervasive and intense, primarily stemming from how autistic behaviors and interests were perceived by my peers.

The Experience

Autistic students often have specific interests that they are deeply passionate about, but these can be misinterpreted and ridiculed by their peers. For me, this hyperfocus on interests was a key part of who I was, but it quickly became a point of bullying. The Neurotypical kids found my enthusiasm and conversations about these interests incredibly cringe. In retrospect, it should have been a time for understanding and learning, but instead, it turned into a nightmare filled with physical and emotional abuse.

Bullying Incidents

Pushing and Chasing: Being reassured that I should confront the bully myself, which was a recipe for disaster. The bully had the power to physically assault me, resulting in actions such as being pushed over a bicycle and chased. Stabbing and Theft: In an attempt to steal from me, they stole my glasses and broke them. They also went as far as kicking me in sensitive areas, all of which left lasting physical and emotional scars. Verbal Abuse: The verbal abuse was no less harmful. At times, my attempts to seek help from staff members went unheeded, as they either believed the bully or punished me for telling the truth.

Accountability and Support

It was a long and arduous process to ensure that the staff members would believe and support me in my fight against the bullying. I went to great lengths to document the incidents, including keeping dates and times of every encounter and recording conversations with the staff. The support from my parents was crucial in this process. We gathered all the evidence and prepared for a stand-off with the school.

Confrontation with the Staff

The confrontation with the staff was not an easy one. They claimed they could not do much, but it turned out to be a lie. We brought up the issue that they believed the bully over my son, simply because he was autistic and the bully was neurotypical. This prejudice was based on the assumption that neurotypical people are inherently truthful, even though it is equally wrong for both to be perceived in such a binary fashion.

Resolution and Impact

Despite the staff's inability to take accountability, my parents ultimately played a pivotal role in securing my safety. They showed the audio recordings and detailed dates of the incidents to the staff, leaving no room for doubt. When it was clear that the school could not provide a safe environment, my parents decided to remove me from the after-school care program. Instead, they chose to keep me at home with a support worker, prioritizing my safety and well-being.

Conclusion

For many autistic individuals, school and after-school programs are not just a place to learn but are often fraught with challenges and hardships. These experiences can be profoundly demoralizing and detrimental to mental health. It is crucial for educators, staff members, and parents to understand and support the unique needs of neurodivergent students, creating environments that are safe and inclusive for everyone.

Further Reading

For more insights into the experiences of neurodivergent individuals in educational settings and strategies for creating inclusive environments, the following resources may be helpful:

Autism Speaks: Understanding Autism in Schools National Resource Center for School Elders: Dealing with Bullying in Schools National Autistic Society: Advice for Schools