Acoso escolar en niños autistas de tercer grado de primaria en escuelas vulnerables de Ciudad Juárez, Chihuahua: una mirada desde la inclusión y la protección socioemocional

Abstract

Bullying is a social, educational, and psychological problem that can significantly affect children's development. Among students with autism spectrum disorder (ASD), differences in social communication, peer interaction, sensory processing, and emotional expression may increase vulnerability to exclusion, rejection, intimidation, and school violence. This article analyzes bullying among autistic children attending third grade in elementary schools located in vulnerable contexts in Ciudad Juárez, Chihuahua. A conceptual review is presented from an interdisciplinary perspective integrating ecological, humanistic, socioemotional, and inclusive approaches. The article examines the characteristics of bullying, possible vulnerability factors, the role of schools and families, and the importance of early detection and prevention. Bullying is understood as a relational and contextual phenomenon rather than a consequence of autism itself. A four-level preventive model is proposed: universal prevention, detection, intervention, and follow-up.