Abstract
Autistic students often face unique challenges related to Internet threats. When intersected with gender and sexuality diversity, challenges can compound and lead to increased risk of bullying, discrimination, marginalisation and exclusion. Although there is an intersection between autism and gender and sexuality diversity, the voices of gender and sexuality diverse autistic students about Internet threats remain an underexplored research area. Most studies have focused on neurotypical, heterosexual and cis-gender students or addressed autism, sexuality and gender separately. This paper builds on findings from a recent exploratory pilot study offering new empirical insight into autistic perceived Internet threats—an area currently underrepresented in inclusive education and digital safety. This paper presents considerations from the exploratory pilot study to inform future research on gender and sexuality diverse autistic students’ perspectives on Internet threats. The pilot study engaged with autistic voices and employed a D/discourse theoretical framework, the Inclusive New Literacies and 4 CO:RE Classification of Online Risk to Children frameworks when interpreting the data. Recommendations may inform educators, parents/carers, policy-makers and practitioners regarding appropriate Internet safety education to promote positive and safe online learning experiences of gender and sexuality diverse autistic students who are a population with unique neurodiversity, identities and experiences.