AUTISM SPECTRUM DISORDER (ASD) AND SUICIDE: CONVERGENCES AND IMPLICATIONS FOR PUBLIC POLICY AND INCLUSIVE EDUCATION
DOI:
https://doi.org/10.66104/7z5tz036Keywords:
people with ASD, suicide, public policies, inclusive educationAbstract
This study analyzes the prevalence and determinants of suicidality in Autism Spectrum Disorder (ASD) from a historical, cultural, and interdisciplinary perspective. It consists of a theoretical-critical essay supported by a systematized narrative review of the literature, integrating contributions from sociology, psychology, psychiatry, disability studies, and suicidology. The aim of the paper is to examine empirical evidence on suicidal ideation, planning, attempts, and suicide mortality among individuals with ASD and to develop an interpretive model capable of articulating clinical vulnerabilities, psychosocial experiences, and institutional conditions associated with this phenomenon, which has tragic repercussions for society. The analysis indicates that, although the literature highlights a higher prevalence of suicidality among individuals with ASD compared to the general population, the interpretation of this finding should not be reduced to intrinsic characteristics of the autistic condition. Rather, suicidality emerges from the interaction between psychiatric multimorbidity, subjective conditions, experiences of social marginalization, stigma, institutional barriers, and lack of recognition. The study concludes by emphasizing social belonging as a central analytical category for understanding the modulation of suicide risk and argues that the consolidation of effective prevention strategies requires intersectoral approaches that integrate inclusive education, mental health care, stigma-reduction policies, and the expansion of opportunities for social participation for people with ASD.
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