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The Department of Education’s Anti-Bullying Rapid Review Final Report [PDF 21.91MB] (the Final report) and the National Standard on Bullying in Australian Schools [PDF 1.63MB] (the National Standard) represent a positive step toward a more accountable response to bullying. The new National Standard reflects the combined input of researchers, educators, advocacy groups, and community members across Australia.

While we are disappointed by the absence of explicit reference to Autistic students, we are hopeful that the inclusion of neurodivergent students as a priority group in the Final Report will guide future policy development and build on this progress to ensure that Autistic students are visible, valued, and safe in every Australian school.

Our submission

La Trobe University’s submission [PDF 747KB] represented a collaboration between:

Drawing on the latest research and lived experience, we highlighted two key things that we felt needed to be recognised in the Final Report and National Standard:

• that Autistic students face some of the highest bullying rates in the world
• that current anti-bullying approaches often fail or even cause further harm to Autistic students.

We made 14 evidence-based recommendations, advocating for anti-bullying policies that are trauma-informed, inclusive, and genuinely effective in supporting Autistic students.

How the issues raised in our submission informed the Government’s Rapid Review Final Report and the new National Standard

Several of the Final Report’s priorities align with areas highlighted in our submission and will be described in detail below.

Autistic students and intersectionality

The research shows that Autistic students are more likely to experience frequent and sustained bullying, and we recommended that they be formally recognised as a priority group in the National Standard.[1] The Final Report states that: “Evidence indicates that certain groups of students are at greater risk of bullying, including: … Neurodivergent students …” (p.53). The Final Report calls for tailored responses that reflect the unique experiences and needs of diverse groups, including neurodivergent students (p.12).

We also recommended that the National Standards adopt a co-design approach to policy making and acknowledge intersectionality as a key factor influencing vulnerability to bullying.[2] This is reflected in Recommendation 5d of the Final Report and Standard 2 of the National Standard promote a whole-of-school approach built on inclusion, collaboration, and shared responsibility for creating safe environments for all learners.

Trauma-informed practice

We recommended that the National Standard align with Australia’s National Autism Strategy and the National Roadmap to Improve the Health and Mental Health of Autistic People by explicitly adopting a trauma-informed approach.[3]

The National Standard reflects these policies in Standards 4 and 5, which require schools to ensure that response actions are “trauma-informed, relationship-focused, justifiable and tailored to the unique circumstances involved.” This inclusion shows a clear commitment to ensuring that every response to bullying considers the emotional impact on students and supports recovery rather than compounding harm.

Primary prevention

Our submission called for the Department of Education to prioritise primary prevention in the National Standards.[4]

Standard 4 of the National Standard reflects this, committing schools to “prioritising primary prevention and proactive early intervention action to stop bullying and other harmful behaviours from occurring and escalating.” By embedding prevention at the centre of anti-bullying policy, the National Standard moves from a reactive approach to one that actively builds safer, more respectful school communities.

Stronger data and evaluation

Our submission called for dedicated funding for the evaluation of anti-bullying initiatives and for the impact of these initiatives on Autistic students to be reported.[5][6]

The Final Report supports these principles:

• Recommendation 6a – “Education Ministers, school systems and school boards support local school action by providing: … Support for schools to analyse student-level data to enable the identification of bullying-related risks within their school communities to help inform targeted school-level prevention, early intervention and response and support activities, and to support continual improvement of approaches.”
• Recommendation 7b – “Education Ministers commit to… identifying opportunities to build the national evidence base through research and data collection on risk factors, trends and impacts of actions to adapt to emerging issues.”

Standard 6 of the National Standard requires school systems to ensure continual improvement through “data collection and analysis, evaluation and research,” creating accountability for progress at every level.

Staff training

Our submission recommended that all schools implement dedicated staff training to ensure staff respond promptly, appropriately and confidently to reports of bullying.[7]

Standard 5 of the National Standard requires schools to ensure that the “school workforce understands the school’s policies and processes to follow and has access to resources and guidance to help them be accountable and take appropriate action.” A commitment to professional learning reinforces the importance of equipping staff with the skills and knowledge needed to recognise and address bullying effectively.

Clearer communication with families

We recommended that all schools have clear, consistent procedures for communicating with the families of Autistic students.[8]

Standard 3 of the National Standard requires “All school systems and schools have visible and transparent anti-bullying policies and processes” and to be “accountable for timely and appropriate actions.” It also establishes an expectation that schools will “make reasonable effort to initiate a response… within two school days …”  ensuring that families are informed and engaged partners in responding to bullying.

What’s next?

Dr Gerald Roche, who led the submission, is setting up a Community of Practice that brings together researchers and practitioners to develop effective methods for keeping Autistic students safe from bullying. The Community of Practice will hold its first meeting later this year to finalise its terms of reference and will begin its work in 2026. By uniting expertise and lived experience, the Community of Practice will help to create safer, more inclusive schools where Autistic students can thrive.

Additionally, the Olga Tennison Autism Research Centre will continue to use its research and partnerships to advocate for strong anti-bullying policies and develop practical programs that reduce bullying and support inclusion in Australian schools.

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[1] La Trobe recommendation 1: The National Anti-Bullying Standards will align with Australia’s National Autism Strategy and the National Roadmap to Improve the Health and Mental Health of Autistic People. To do this they should: … Formally recognise the heightened prevalence of bulling and school …

[2] La Trobe recommendation 2: The Department of Education will adopt a neurodiversity-affirming approach in its design of National Anti-Bullying Standards. To do this they should: … Acknowledge intersectionality as an important factor in bullying …

[3] La Trobe recommendation 1: The National Anti-Bullying Standards will align with Australia’s National Autism Strategy and the National Roadmap to Improve the Health and Mental Health of Autistic People. To do this they should: … Adopt a trauma-informed approach …

[4] La Trobe recommendation 3: The Department of Education will prioritise primary prevention in its approach to developing National Anti-Bullying Standards. The Standards will: … Prioritise primary prevention. …

[5] La Trobe recommendation 8: Appropriate government agencies will dedicate funding to support research into the effectiveness and impacts of anti-bullying programs for Autistic students.

[6] La Trobe recommendation 9: Mandatory reporting on the impact of anti-bullying interventions on Autistic students will be implemented, to ensure that a robust evidence base exists for evaluation.

[7] La Trobe recommendation 4: Schools will be required to implement training for staff to ensure they respond promptly, appropriately, and with credibility to reports of bullying from Autistic students and their families, fostering trust and ensuring student safety.

[8] La Trobe recommendation 5: The National Anti-Bullying Standards will require all schools to follow clear procedures for communicating policies and responses to the families of Autistic students. These standards will ensure that schools provide timely, accessible information, actively engage with parents when bullying occurs, and value their insights in preventing further harm.

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