Editorial: Break the stigma: autism

Authors

Abstract

Stigma can be extremely impactful. For autistic people, stigma increases camouflaging behaviours aimed at concealing their autistic traits (4), it interferes with their development of self-determination and autonomy (5), it undermines their psychosocial well-being (1,3), and it leads to adverse consequences such as suicidality (i.e., suicidal ideation, self-harm and suicidal attempts (6)). Further, for parents of autistic children, stigma around bilingualism was shown to discourage families from raising their autistic child bilingually (7).Autism stigma has been also shown to significantly impede the integration of autistic individuals into society, a theme addressed by multiple studies in this special edition. Persistent barriers, inadequate support systems, and entrenched societal attitudes exacerbate this issue, as is often seen within education. For example, in South Korea, Yoon et al. (8) highlight how systemic stigmatization in secondary education leads to bullying, trauma, and exclusion from further education and employment. The study emphasizes how societal values like elitism and meritocracy worsen these challenges, underscoring the need for targeted interventions. This issue is not unique to Korea. Ahlers et al. (9) explored the isolation of autistic students in self-contained classrooms in the U.S. and revealed that educators' attitudes contribute to this exclusion. They advocate for more inclusive practices that extend beyond physical integration and call for strategies to enhance educators' understanding of autism. One such strategy, investigated by Jenks et al. (10) in the UK, is to run a training program for university staff aimed at debunking stereotypes and improving understanding of autism. Although quantitative measures showed limited changes, qualitative data revealed substantial benefits, particularly through including autistic perspectives. This approach enhanced staff's nuanced understanding and practical application in their interactions with autistic students.Beyond education, integration barriers also exist in social service provision. Li and Qi (11) examined the challenges faced by NGOs in China working with autistic children, noting how funding structures and interactions with funders impacted the effectiveness of inclusion efforts.

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