Autistic students are bullied at approximately 3 times the rate of neurotypical peers according to Sterzing et al. (2012). Under the Ontario Education Act's anti-bullying provisions (Bill 13, Accepting Schools Act, 2012), school boards must have bullying prevention policies, investigate reported incidents within specific timelines, and implement interventions. Bullying of a student because of their disability may constitute harassment under the Human Rights Code, triggering additional legal protections.
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Research consistently shows autistic students experience bullying at 3 times the rate of neurotypical peers. Contributing factors include social communication differences that make autistic students more visible targets, difficulty recognizing and responding to bullying behaviour, fewer protective friendships, and social skills differences that isolate students from peer groups. Bullying includes physical, verbal, social exclusion, and increasingly cyberbullying.
The Accepting Schools Act (Bill 13, 2012) amended the Education Act to require school boards to adopt bullying prevention policies, train staff, and respond to reports. Principals must investigate bullying reports and impose appropriate consequences. If bullying is motivated by the student's disability, it may constitute harassment under the Ontario Human Rights Code, which provides additional remedies.
Research consistently shows autistic students experience bullying at 3 times the rate of neurotypical peers. Contributing factors include social communication differences that make autistic students more visible targets, difficulty recognizing and responding to bullying behaviour, fewer protective friendships, and social skills differences that isolate students from peer groups. Bullying includes physical, verbal, social exclusion, and increasingly cyberbullying.
Autistic students may not report bullying because they may not recognize subtle social aggression, may fear reprisal, or may have difficulty communicating their experiences. Parents should look for signs: school refusal, increased anxiety, sleep disturbances, loss of belongings, or reluctance to discuss school.
The Accepting Schools Act (Bill 13, 2012) amended the Education Act to require school boards to adopt bullying prevention policies, train staff, and respond to reports. Principals must investigate bullying reports and impose appropriate consequences. If bullying is motivated by the student's disability, it may constitute harassment under the Ontario Human Rights Code, which provides additional remedies.
Request that your child's IEP include a safety plan addressing bullying prevention. This can include structured supervision during unstructured times (recess, hallways, lunch), a designated safe adult the student can approach, social skills programming that includes self-advocacy, and peer education about neurodiversity. If the school fails to act, escalate through the school board and consider an HRTO complaint.
Research
Sterzing et al. (2012), "Bullying Involvement and ASD," Archives of Pediatrics and Adolescent Medicine, 166(11), 1058-1064
Education Act
Ontario Education Act, Bill 13 (Accepting Schools Act, 2012) — Anti-Bullying Provisions
When autistic children refuse school in Ontario, families have legal rights. Learn about the duty to accommodate, modified attendance, and preventing truancy charges.
Ontario autistic children have legal rights to an Individual Education Plan (IEP). Learn what schools must provide under the Education Act and Ontario Regulation 181/98.
Step-by-step guide to filing complaints about autism accommodation failures in Ontario schools. Covers school board, HRTO, Ontario Ombudsman, and Ministry of Education pathways.
Commitment to Accuracy: Our data is verified against official government reports (FAO, MCCSS), peer-reviewed scientific literature, and accessible public records. Last updated: March 24, 2026.
Verified Facts
88,175, children are registered in the Ontario Autism Program
23.4%, Only 20,666 children have active funding agreements () — less than one in four
WHO recommends accessible, community-based early interventions for children with autism — timely evidence-based psychosocial interventions improve communication and social engagement