New research is raising an important question for Australian educators. How well are schools preparing autistic students for the risks of online spaces?
A 2026 study in the Journal of Autism and Developmental Disorders examined the relationship between autism and cyber-dependent crime. It found that an autism diagnosis may be associated with a higher likelihood of involvement in cybercrime.
Researchers from Flinders University's College of Human Sciences and Culture were careful to emphasise that this finding should not be read as a character trait. In most cases, any involvement appears to be inadvertent.
“Our preliminary findings suggest that specific autistic characteristics may be associated with engagement in different types of cybercrime – but we are not exactly sure why that is,” Dr Alliyza Lim, a clinical psychologist and research fellow at the College, said.
“If specific characteristics of autism make people more vulnerable to becoming involved in cybercrime – and potentially inadvertently – there is a need for greater education and safeguarding measures to protect autistic individuals in cyberspace.”
Not about character — about vulnerability
Flinders researchers recruited two groups: 138 autistic adults and 206 non-autistic adults. They assessed how each group recognised and responded to cyber-dependent crime scenarios. The relationship between autism and cybercrime was not explained by higher digital skill levels or difficulties with perspective-taking.
The research does not suggest autistic individuals are more likely to commit cybercrime intentionally. The question it raises is different: are they more likely to be drawn in, or exploited, without fully grasping the implications?
Senior author Emeritus Professor Neil Brewer, also of Flinders University, noted that further research is needed. “Whether autism diagnosis is the driving factor in this relationship, or if there are other individual and socio-environmental factors involved, should be considered by future studies,” he said.
How should schools respond to autism and cybercrime research?
In 2025–26, the Australian Signals Directorate’s Australian Cyber Security Centre (ASD’s ACSC) received more than 82,000 cybercrime reports, averaging one every six minutes. The ASD’s ACSC also responded to over 1,500 cyber security incidents. That represented an increase of more than 20% on the previous year.
Notifications to Australian entities about potentially malicious cyber activity rose by almost 80% year-on-year. This was reported in the Australian Signals Directorate's ACSC Annual Cyber Threat Report 2025–26.
That context places classroom teachers at the front line of digital safety education. The Flinders study’s call for “greater education and safeguarding measures” points directly to schools as a key site of intervention.
For many educators, applying that to autistic students’ digital safety and wellbeing will require dedicated professional development.
Framing it right in schools
This research presents a framing challenge. Handled poorly, findings like these can fuel unhelpful generalisations. Handled well, they open an opportunity to build more targeted digital safety education for autistic students.
Researchers and practitioners in this field have noted that characteristics associated with autism can be channelled productively. These include focus, pattern recognition, and aptitude for technology. The same characteristics that may increase exposure to certain online risks have also been identified as assets in cybersecurity contexts.
Practical steps for school leaders include auditing whether existing cybersafety programs are designed with neurodiverse learners in mind. Leaders should also consider whether digital safety education for diverse student cohorts goes beyond generic awareness into explicit, structured instruction. The eSafety Commissioner offers free resources for educators, including guidance adaptable for students with additional learning needs.
The central finding of the Flinders study is that autism may be a risk factor for cybercrime involvement, though the reasons remain unclear. That finding underscores the need for schools to engage with this issue thoughtfully. Dr Lim’s call for “greater education and safeguarding measures” is the practical takeaway for school leaders.