Many young people learn to judge risky situations through subtle social cues and “gut feelings.” For youth with ASD, these cues can be harder to interpret—especially when pressure is indirect, framed as a joke, or mixed with attention and approval. Prevention therefore needs to be explicit, practical, and skills-based, rather than relying on unspoken social rules.

Research indicates that autistic individuals experience higher rates of victimisation compared with non-autistic peers, including bullying and other forms of harm (Trundle et al., 2022/2023). This is not about portraying youth with ASD as “helpless”; it highlights the need for clear, accessible tools that support safer autonomy in everyday relationships.

Red flags are patterns, not “bad people”

A helpful way to understand red flags is to focus on repeating patterns that reduce choice and increase pressure—persistence after a clear “no” or “not now”, secrecy demands, humiliation or exclusion, guilt or threats, “you owe me” logic, attempts to isolate a person from trusted supports. Focusing on patterns is important because intent can be ambiguous; observable escalation is often easier to recognise than guessing what someone “really means.” Reviews on bullying victimisation among autistic students underline how peer dynamics, school context, and individual factors can combine to increase risk—supporting prevention approaches that make warning patterns explicit (Wang, 2024).

What helps: concrete language + rehearsed options

Prevention is strongest when youth have simple, repeatable options they can use under stress: short refusal scripts (e.g., “no”, “stop”, “not now”), a “pause and check” habit, knowing where help is available, practising how to describe what happened in clear, concrete terms. Evidence also suggests that sexuality and relationship education tailored to autistic learners is still limited and uneven, reinforcing the importance of structured, autism-sensitive teaching on boundaries, consent, and safety (Ragaglia et al., 2023; Motamed et al., 2025).

Why VERA uses theatre-based methods

Learning about safety is not only about knowing facts—it is also about practising choices and communication in a supported setting. VERA’s training approach combines structured learning with participatory, experiential methods, including Theatre of the Oppressed and Forum Theatre, to help participants explore scenarios, identify pressure points, and test safer alternatives in ways that feel concrete and memorable. Research on theatrical techniques in autism-related interventions and broader theatre participation suggests potential benefits for socio-emotional and communication outcomes (Martí-Vilar et al., 2023).

A shared message: safer autonomy is possible

Awareness raising is not about fear. It is about strengthening youth with ASD to recognise risk earlier, communicate boundaries more clearly, and access support without shame. When families, professionals, and peers share a common language around red flags, consent, and help-seeking, prevention becomes more realistic—and more sustainable.

References (APA)

Martí-Vilar, M., et al. (2023). Theater-Based Interventions in Social Skills in Mental Health: A Systematic Review (2011–2021). Sustainability, 15(23), 16480. https://doi.org/10.3390/su152316480

Motamed, M., et al. (2025). A systematic review of sexual health, knowledge, and relationship experiences in autistic individuals. [PMC full text]. https://pmc.ncbi.nlm.nih.gov/articles/PMC12016163/

Ragaglia, B., Caputi, M., & Bulgarelli, D. (2023). Psychosexual education interventions for autistic youth and adults—A systematic review. Education Sciences, 13(3), 224. https://doi.org/10.3390/educsci13030224

Trundle, G., et al. (2022/2023). Prevalence of victimisation in autistic individuals: A systematic review and meta-analysis. Trauma, Violence, & Abuse. https://pmc.ncbi.nlm.nih.gov/articles/PMC10486169/

Wang, R. (2024). Factors of bullying victimization among students on the autism spectrum: A systematic review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-024-00478-7