Perspectives on the evidence on bullying and cyberbullying in autistic students: beyond prevalence estimates

Bullying and cyberbullying among students with autism spectrum disorder (ASD) represent significant educational, psychological, and social challenges requiring rigorous evidence synthesis and targeted preventive interventions. This letter critically examines methodological and reporting considerations in a recent systematic review covering 41 empirical studies on bullying and cyberbullying among autistic students. Although the review highlights substantial variations in victimisation prevalence and associated psychological consequences, several issues warrant clarification to strengthen the reliability and interpretation of its findings. These include inconsistencies in eligibility criteria, search-period reporting, and risk-of-bias assessment. Particular attention is given to the limitations of applying STROBE-informed quality scoring across heterogeneous study designs and presenting summary prevalence percentages without clearly explaining their derivation. Furthermore, transparent reporting of citation searches in accordance with PRISMA 2020 guidelines is recommended to improve methodological reproducibility. Future investigations should prioritise design-specific quality appraisal, longitudinal research, accessible reporting mechanisms, and context-sensitive digital safety interventions. Greater consideration of communication environments, institutional support, peer awareness, and school-level preventive strategies is essential for developing effective responses. Addressing these methodological and practical challenges can strengthen evidence-based educational policies, improve research transparency, and support safer, more inclusive learning environments for autistic students across diverse educational settings and digital platforms worldwide.