Objectives: Young people with neurodevelopmental disorders (NDDs) are more likely to be cyberbullied than their peers. While a body of research has reported on the effectiveness of cyberbullying preventions and/or interventions in the general population, less is known about this amongst young people with NDDs. We propose a fireside chat to discuss the overall findings of our programme of research, and reflect on implications for clinicians.
Method: We conducted three studies: 1) A scoping review of the research regarding the management of cyberbullying in neurodivergent young people published between 2012 and 2022; 2) Five adolescents (aged 16-17) with NDDs, their parents, and nine teachers, took part in interviews or focus groups to explore perspectives on cyberbullying and education they have received to manage the issue; and 3) Five adults with NDDs were interviewed. Data from studies two and three were analysed using reflexive thematic analysis.
Results: 1) Twenty-six studies were included in the scoping review, with most exploring existing strategies used by young people, their parents, teachers, or service providers, to address cyberbullying. Several studies implemented and evaluated programs or strategies to manage the issue. 2) Key themes from interviews and focus groups included: adolescents with NDDs, their parents, and educators have a shared understanding of cyberbullying and awareness that cyberbullying experiences are linked to perceived differences. These stakeholders identified that more targeted support is needed to mitigate cyberbullying for neurodivergent adolescents. 3) Themes generated from interviews with neurodivergent adults included that there are benefits to social media, and that frequent experiences of cyberbullying impact emotional, social, and vocational aspects of life. Recommendations were made to prevent cyberbullying.
Conclusion: The findings indicate that future research is needed to adapt education and intervention efforts to suit neurodivergent adolescents and adults, which should further guide practitioners, educators, and policy makers.

At the conclusion of this presentation, attendees will take away:
1. An understanding of the perspectives of neurodivergent young people and their supporters on the topic of cyberbullying;
2. Awareness of some existing programs that are available to support social media use and cyberbullying for neurodivergent young people;
3. Reflections on how practitioners might go about supporting social media use among young people with neurodevelopmental disorders in their practice.