Children with Autism online newspapers: From “Victims” to “Heroes” - A Framing Analysis Study

1. Introduction

In the context where mass media plays an important role in shaping public opinion and contributing to changes in social attitudes and behaviors, journalistic representations of children with autism carry profound humanitarian significance. In Vietnam, images of children with autism appear frequently in the media. They are often portrayed as disadvantaged and vulnerable individuals in need of protection. At the same time, the media also depicts another world - that of children with autism who demonstrate resilience and talent, serving as sources of inspiration. These two contrasting images coexist. Their intersection raises important research questions: What do these two media frames reveal about society’s perceptions of children with autism? How do such portrayals influence public awareness, community behavior, social policies, and even the everyday lives of families with autistic children? Does the “victim” frame unintentionally reinforce existing stereotypes, while the “hero” frame, by idealizing exceptional cases, risks overlooking the fundamental and practical needs of most children with autism - such as early intervention, inclusive education, appropriate healthcare, and ongoing social support?

Building upon this reality, examining the media framing of children with autism in Vietnamese journalism is essential. The findings of such a study not only help identify how the press is currently shaping public opinion, but also suggest ways to promote a more humane, balanced, and socially inclusive approach to media communication - one that supports the integration and well-being of children with autism within society.

2. Concepts of autism and children with autism

According to the American Psychiatric Association (APA), Autism - also known as Autism spectrum disorder (ASD) - is defined as “a lifelong developmental disability characterized by disturbances in two core domains: deficits in social interaction and communication, and restricted, repetitive interests and behaviors.”⁽¹⁾ Autism is understood as a group of pervasive developmental disorders that vary in severity, ranging from mild to severe, with early onset before the age of three and a long-term course. Common manifestations of autism include impairments in three main areas: poor social interaction, limited communication, and abnormal behaviors. In addition, children with autism often experience sensory processing disorders, and many present with hyperactivity and intellectual disabilities as co-occurring conditions.⁽²⁾

Article 1 of the Law on Children (2016) of Vietnam stipulates that “a child is a person under the age of sixteen.”⁽³⁾ Accordingly, children with autism are defined as individuals under sixteen years old who exhibit pervasive developmental disorders, poor social interaction, limited communication, and abnormal behaviors.

As of 2025, Vietnam has not yet released official nationwide statistics on the number of children with autism. However, various studies estimate that hundreds of thousands of children are living with this condition. According to data published by the General statistics office in early 2019, Vietnam had approximately 6.2 million persons with disabilities aged two years and older, among whom about one million individuals were identified with autism. It is estimated that one in every 100 children is affected by Autism spectrum disorder (ASD). Over the past fifteen years, the number of children diagnosed with autism in Vietnam has increased significantly, making it an urgent social concern. The situation has become even more alarming as the prevalence of autism is now estimated to reach 1% of total live births. The number of autistic children has grown rapidly - between 2000 and 2007 alone, the figure reportedly increased fiftyfold.⁽⁴⁾ According to Nhan Dan Newspaper, “Vietnam currently has over one million people with autism, the majority of whom face bleak futures, as most are unable to live independently or even take care of themselves.”⁽⁵⁾

In the context of a rapidly increasing number of children diagnosed with autism, the shortage of educational and intervention facilities, high treatment costs, and limited public awareness, both children with autism and their families often face stigma, pity, or even social exclusion from the community.

⁽⁶⁾ Therefore, the press, as an official and highly influential communication channel, plays a crucial role in balancing two missions: truthfully reflecting the difficulties and challenges that children with autism and their families encounter, while simultaneously constructing positive and empowering representations that promote social inclusion, equity, and humanity for children with autism in society.

2. Theoretical framework: Media framing of children with autism

Globally, when examining the representation of children with autism in the media, researchers have commonly identified two dominant frames:

• The victim frame: emphasizes suffering, disadvantage, and the need for assistance and protection.

• The hero frame: highlights resilience, achievement, perseverance, and inspirational value.

Numerous international studies have shown that, for a long time, the media has tended to portray autistic individuals in a negative and stereotypical manner—most notably as “victims” or “burdens” on society. Huws and Jones ⁽⁷⁾, in their analysis of 1,285 British newspaper articles published between 1999 and 2008, found that “media coverage often emphasizes the burden that autism imposes on families and society, while rarely allowing autistic individuals to speak for themselves or share their own experiences.” A recent review by Mittmann, Schrank, Steiner - Hofbauer, Holzinger, and Dürl ⁽⁸⁾similarly revealed that stigma remains prevalent in both journalism and film, as autistic individuals are frequently associated with stereotypical and unrealistic portrayals.

In their study “I am not your metaphor: Frames and counter-frames in the representation of disability,” Goethals, T., Mortelmans, D., Van Hove, G., and Van den Bulck, H. (2020) analyze disability representation from two perspectives. The first perspective, the victim frame, examines media portrayals of people with disabilities as “helpless,” “deserving pity,” and dependent on charitable assistance.

The second perspective, the hero frame, focuses on how the media frequently highlights stories of extraordinary individuals who overcome great adversity and achieve remarkable success, thereby inspiring others.⁽⁹⁾

Several studies in popular culture have indicated that, alongside persistent stereotypes, there has been a growing tendency to construct more positive representations of autistic individuals-for instance, by emphasizing their perseverance or portraying them as sources of inspiration^.(10) This trend demonstrates the important role of the media in reshaping public perceptions of children with autism, shifting from viewing them merely as victims - objects of stigma and pity - to depicting them in a more positive and humanistic light.

In summary, within international media discourse, the two frames of autistic representation - the victim frame and the hero frame - continue to coexist. Among them, the victim frame remains dominant: “although representations of autism in the media vary, stigma is still most prominent in journalism and film/television, typically carrying negative tones and relying on recurring stereotypes such as the so-called ‘autistic savant’ or ‘genius stereotype’.”⁽¹¹⁾ These insights provide a useful reference for the present study on media framing of children with autism in Vietnamese online newspapers.

3. Current media framing of children with autism in Vietnamese online newspapers

To clarify how children with autism are represented in the media from the perspective of Framing Theory, this study focuses on data collected from six major Vietnamese online newspapers: Tuoi Tre, Thanh Nien, Nhan Dan, Dan Tri, VnExpress and Tien Phong. These outlets are among the most reputable and influential news organizations in Vietnam. Articles were compiled using keyword searches for “children with autism” across these platforms. The earliest record found was published by Tuoi Tre in 2004, and the most recent article was dated September 15, 2025. Based on Framing Theory, the study categorizes media representations of children with autism into three primary frames: the Victim Frame - emphasizing vulnerability, disadvantage, and the need for help or protection; the Hero Frame - highlighting perseverance, achievement, and inspirational narratives; and Other Frames - including general news coverage, event reports, sponsorship and charity activities, as well as studies and research related to autism spectrum disorders that do not directly align with either the “victim” or “hero” perspectives. The detailed findings are as follows.

 (Source: Author’s own survey, September 25, 2025)

The survey indicates that the number of journalistic works about children with autism across the six newspapers remains limited. Among them, articles employing the “victim frame” account for the highest proportion at 44.9%, followed by those using the “hero frame” at 28.8%.

3.1. The “Victim” frame

First of all, physical violence and serious life-threatening risks 

In the media, children with autism are often portrayed as individuals vulnerable to physical abuse, partly due to communication barriers, behavioral differences, and limited self-protection skills. Reports across various newspapers reveal that acts of violence frequently occur in environments that are supposed to be safe - such as care facilities and specialized education centers. The lack of supervision from educational authorities, local governments, and even parents has created “gaps” that allow such violence to happen, ranging from beating, hair-pulling, and stick assaults to severe injuries and, in some cases, death.

According to Dan Tri (July 13, 2022), an article titled “Autistic teenager assaulted: The victim has not yet undergone injury assessment!” reported on a case of violence against an autistic adolescent. Tuoi Tre published similar reports, such as “Teacher who pulled hair and hit autistic child was an intern; the facility was unlicensed,” (March 1, 2024) and “Police conclude case of caregiver pulling hair and stuffing blanket into mouth of autistic child in Da Nang,” (October 31, 2024). VnExpress also reported “Investigation into case of caregiver slapping and covering mouth of autistic child,” (March 1, 2024), while Tien Phong ran the article “Parents accuse caregiver of abusing autistic child: Unlicensed facility” (March 3, 2024) or a series of similar reports published by Tuoi Tre, Thanh Nien, VnExpress, and Tien Phong from 2004 to the present reveal that incidents of abuse frequently occur in unlicensed centers, internship - based facilities, or under the supervision of unqualified caregivers. These cases not only underscore the immediate physical trauma experienced by autistic children but also highlight life-threatening risks and raise serious concerns about social responsibility in ensuring the safety and protection of this vulnerable group.

Secondly, emotional trauma and social isolation caused by stigma 

Physical violence, social stigma, and exclusion from community life not only leave visible marks on the body but also cause long-lasting psychological trauma for children with autism. Symptoms such as panic attacks, fear of crowds, insomnia, or loss of trust in adults demonstrate the severe impact these experiences have on their socio-emotional development. The stigma and discriminatory attitudes from the community compel many families to “hide” their children and limit their participation in social activities. This, in turn, intensifies their feelings of loneliness and reduces opportunities to develop communication and social skills, thereby reinforcing a vicious cycle of isolation that becomes increasingly difficult to break.

Vietnamese journalism has vividly reflected this reality. Thanh Nien published a series of articles such as “Children without a summer” (June 11, 2016) and “Autistic children dream of inclusion”(May 12, 2021), portraying the lack of equal opportunities for play and education. The article “The wall of loneliness and hope for children with autism” (August 28, 2015) described the invisible barriers separating autistic children from the outside world, while “Having an autistic child: the ahrdship of raising and teaching,” (December 14, 2020) and “The ‘Burden’ on families with autistic members,” (March 27, 2025) illustrated the profound emotional and financial strain as well as the deep sense of isolation that many parents must endure.

Thirdly, inequality in access to education and inclusive learning 

In numerous reports, children with autism are depicted as “victims” of inequality in accessing education - a fundamental right that remains inadequately ensured. In reality, many public schools refuse to admit autistic students, citing a “lack of teaching capacity” or insufficient resources, while mainstream teachers are often untrained in specialized methods and skills. Even when accepted, these students frequently experience a form of “symbolic inclusion” in which they attend regular classes without receiving individualized support. The media has pointed out that such circumstances cause autistic children to miss the crucial “golden period” for language and social development, forcing parents to seek help from private centers that are costly and inconsistent in quality “The ordeal of seeking a school for children with autism” (Tuoi Tre, October 29, 2024).

Notably, many parents have had to struggle on their own - opening informal classes and experimenting with intervention methods for their children - because the public education system has largely left this area unattended. Heart - wrenching appeals reported in the press, such as “Why won’t the school accept my child?” (Dan Tri, March 29, 2025) and “The pain of parents with autistic children” (Thanh Nien, October 12, 2010), reflect the sense of abandonment families experience when existing policies fail to address their practical needs. Even where teachers are available, the quality of training remains questionable, as pointed out in critiques such as “Teaching autistic children: degrees matter, but without practical skills they are meaningless”  (Thanh Nien, September 25, 2025).

This inequality not only deprives children with autism and their families of equal educational opportunities but also deepens social divides, as only economically advantaged families can afford access to private intervention services.

Fourthly, difficulties in exercising the right to legal protection and support

Children with autism and their families often encounter barriers when relying on the legal system: it is difficult to assess injuries due to behavioral disorders in children, and proving psychological harm is challenging because autistic victims may be unable to provide clear statements. This situation creates “unmanageable” or delayed cases, making it difficult to hold perpetrators accountable for abusive acts. Media reports have highlighted cases illustrating difficulties in injury assessment and prosecution involving autistic victims, for example: Autistic adolescent assaulted: Victim still has not undergone injury assessment! (Dan Tri, July 13, 2022); Autistic adolescent assaulted: Injuries under 11% can still be subject to criminal prosecution (Dan Tri, June 23, 2022); How to reduce the risk of abuse for autistic children (Tuoi Tre, March 3, 2024); Amending laws and creating specialized policies for children (Nhan Dan, March 28, 2025), etc. These examples underscore the urgent need to improve legislation, assessment procedures, and support policies to ensure that children with autism can access their right to legal protection fairly and effectively.

Fifthly, family burdens, autistic children as “double victims”

One of the major consequences highlighted by media reports is the heavy caregiving burden placed on families of children with autism, which leads to long-term economic and psychological impacts. To care for their children, many parents have to quit their jobs, reduce their income, or incur debts. In numerous cases, parents become “reluctant school founders” by necessity, forced to open classes and develop intervention methods themselves due to the lack of suitable public facilities (Having a child with autism: Reluctant school founders, Thanh Nien, December 16, 2020). Some families even have to “migrate with their child,” relocating entirely to seek better therapeutic and educational opportunities (Having a child with autism: Migrating with the child, Thanh Nien, December 15, 2020). These sacrifices reflect the stressful and reactive situation of parents when society has not yet provided sufficient support services for children with autism.

Sixthly, lack of mechanisms to ensure social and medical support for children with autism

A notable paradox is that although children with autism require long-term medical, educational, and social welfare support, many are effectively “overlooked” within the current policy framework. The legal framework on disability and benefits has not kept pace with the specific characteristics of autism spectrum disorder: to access benefits, families must demonstrate clearly visible physical disabilities, whereas children with autism primarily face difficulties in cognitive development, communication, and behavior - dimensions that are hard to quantify and often go unrecognized officially. As a result, numerous children and their families lose access to the financial support necessary to maintain therapy, specialized education, or routine medical care.

The media have repeatedly highlighted this issue. The article The Double Disadvantage of Children with Autism During the Pandemic (VnExpress, April 2, 2022) reported that many children did not receive emergency assistance despite a doubled need for care during lockdowns. Strengthening Confirmation and Social Assistance Policies for Children with Autism (Dan Tri, December 23, 2023) pointed out the inadequacy of disability certification procedures, which fail to reflect the true nature of the disorder, leaving parents “knocking on doors” of multiple agencies yet still being denied support. Similarly, Assoc. Prof., Dr. Tran Van Cong in The Need for More Policies to Protect and Enhance the Rights of Children with Autism (Nhan Dan, April 1, 2025) emphasized that the lack of health insurance and early intervention policies has slowed down the social integration process for these children.

Seventhly, unscientific interventions and insufficient professional oversight

A significant risk currently facing children with autism is exposure to unscientific intervention practices and a lack of professional oversight in many educational or therapeutic settings, which can have direct adverse effects on the children. For instance, Lao Dong reported on December 14, 2020, that parents filed complaints against a caregiver for physically abusing an autistic child at a preschool in Da Nang, resulting in administrative penalties for the offender- highlighting the occurrence of violations even within environments generally regarded as safe. Earlier, on November 4, 2019, Lao Dong covered the case of Tam Viet Center, where educators were accused of verbally abusing and threatening students instead of implementing evidence-based intervention protocols, illustrating both the misuse of educational authority and the functional distortion of specialized educational institutions. Furthermore, Nhan Dan on April 2, 2023, in the article “Building a future for children with autism”, emphasized that no intervention method has yet been validated as optimal through rigorous scientific research, and that some centers continue to experiment with hybrid approaches incorporating traditional medicine, reflecting an experiential rather than evidence-based approach. Articles such as “Accompanying children with autism to achieve holistic development” (Lao Dong, April 1, 2022) further underscore that in the absence of structured, scientifically grounded, and supervised interventions, children are at heightened risk of arbitrary, unsubstantiated, and potentially hazardous treatment.

In summary, the seven manifestations outlined above vividly portray children with autism within the “victim” frame. These factors interact and reinforce one another: social stigma and insufficient policy frameworks increase the risk of abuse and inappropriate interventions; the lack of social benefits and suitable educational facilities forces families to rely on substandard services; and the absence of adequate legal mechanisms makes it difficult for victims to seek justice.

3.2. The “Hero” Frame

Firstly, overcoming adversity and inspiring others

A common approach in Vietnamese media is to portray children with autism as “heroes overcoming adversity.” News stories often begin by presenting difficult circumstances, social stigma, or the children’s limitations, and then emphasize a turning point when they demonstrate extraordinary talent or resilience. For example, the article “Autistic children achieving miracles: vocational training paves their way into life” (Thanh Nien, April 8, 2024) illustrates the journey of children who, once considered “unable to learn,” now gain confidence through vocational training, participate in the workforce, and integrate into society. Similarly, “Autistic girl with an IQ higher than the entire family of scientists” (Thanh Nien, May 9, 2024) highlights the element of surprise - an exceptional intellectual ability - eliciting public admiration.

The media do not limit their focus to intellectual abilities; they also highlight the artistic and creative talents of children with autism. The article “Autistic children “Paint” a renewed faith in life”(Dan Tri, July 4, 2023) describes a child using drawings to communicate with the world, transforming language deficits into a “visual language.” Similarly, “Autistic oby sets Vietnamese record after obsession with painting bridges (Nhan Dan, September 26, 2025) recounts the journey of Bao Nam, a child with autism, who achieved a record by creating 115 bridge paintings, simultaneously establishing himself as an “ambassador of inspiration” for creativity and relentless effort.

Some articles emphasize the ability to overcome social barriers and integrate into the community. For instance, “The happiness café run by autistic individuals” (VnExpress, June 3, 2025) introduces a café operated by people with autism, highlighting their independence and the ability to “find a place in society.” Meanwhile, “Young man with a history of autism sets new record in 3x3 Rubik’s Cube” (Tien Phong, June 26, 2023) focuses on the power of will, turning his passion for the Rubik’s Cube into an achievement that inspires public admiration.

Secondly, celebrating the talents and exceptional abilities of children with autism

In addition to portraying journeys of overcoming adversity, another common media frame is the celebration of the “innate talents” of children with autism. Articles often attach labels such as “prodigy,” “genius,” or “autistic hotboy” to the subjects, creating a sense of surprise, admiration, and public attention. For example, “Autistic girl with an IQ higher than the entire family of scientists”(Thanh Nien, May 9, 2023) and “Autistic boy enrolled at oxford university at age six” (VnExpress, April 24, 2019) highlight exceptional intellectual abilities, serving as evidence that autism does not necessarily equate to disability. Meanwhile, “Autistic boy becomes music editor”(VnExpress, March 15, 2022), “Autistic boys’ dream of becoming painters (VnExpress, April 5, 2022), and “Children with autism can still become talented Individuals (Dan Tri, November 11, 2021) focus on artistic, musical, and visual talents, framing these abilities as avenues for communication, self - expression, and social integration.

Thirdly, notable achievements in academics and professional pursuits

While the “innate talent” frame focuses on exceptional individuals, another media approach emphasizes the academic and professional accomplishments of children with autism within “ordinary” environments. This frame interprets successful integration as evidence that, with appropriate methods, children with autism can achieve success.

Many articles highlight the crucial role of family in this journey. News: “My child achieved it because I never gave up” (Thanh Nien, April 5, 2024) and “Parents and children overcoming autism together” (Tuoi Tre, April 25, 2021) depict the persistence and support of parents, enabling their children to adapt to learning environments. Similarly, “The happiness of a mother seeing her autistic son begin to communicate” (Dan Tri, October 23, 2016) and “Six-year-old girl writes a heartfelt letter to protect her autistic brother” (Dan Tri, November 7, 2016) emphasize small yet meaningful milestones in social and academic integration.

Fourthly, artistic creativity and personal expression

An important media frame regarding children with autism emphasizes their creative abilities and personal expression through art. In this frame, the press often portrays art as a “window to the soul,” allowing the community to understand the inner world of children with autism. Linguistically, many articles use descriptors such as “innocent,” “pure,” or “different” to construct a positive image.

Media examples illustrate the diversity of artistic expression among children with autism: “Children with autism learn circus skills” (Tuoi Tre, April 3, 2018) and “Children with autism showcase their talents” (VnExpress, January 31, 2014) reflect the joy children experience while performing and affirming their abilities. In the field of visual arts, “40 artworks by children with autism at the “March Encounter” exhibition” (Thanh Nien, March 25, 2023) and “Exhibition of paintings by 13 children with autism” (VnExpress, April 14, 2024) demonstrate that society increasingly recognizes these works not only for their therapeutic value but also for their intrinsic artistic merit.

Fifthly, social contribution

In recent years, the media have shifted from portraying children with autism as passive and vulnerable to framing them as “agents of social change,” marking an important shift in public perception and evaluation. This representation positions children with autism as individuals capable of exerting positive influence within the community. Such portrayals encourage audiences to view autistic children positively while fostering empathy and greater societal support for them. For example, “Autistic boys’ dream of becoming painters” (VnExpress, April 5, 2022) emphasizes their artistic abilities, demonstrating that children with autism can be creative and contribute cultural value. “The story of trevor Tao” (Tuoi Tre, April 15, 2015) depicts a protagonist actively overcoming personal challenges, illustrating that autistic children can take charge of their own narratives and positively influence others. “The happiness café run by autistic individuals” (VnExpress, June 3, 2025) highlights business and organizational skills, showing that children with autism can directly participate in community activities. These examples indicate that the media not only reflect but also construct social roles for autistic individuals, transforming them from subjects in need of protection into active, positive agents within society.

Sixthly, children with autism as agents of advocacy

Some media pieces go beyond reflecting the difficulties and resilience of children with autism, positioning them as “media ambassadors” or representatives of campaigns aimed at raising social awareness. Within this frame, the image of children with autism is leveraged to garner public attention, mobilize resources, or encourage policy change.

For example, “PNJ joins efforts to change perceptions of children with autism” (Dan Tri, February 28, 2023) associates autistic children with community campaigns, helping the public better understand their integration needs. Similarly, “Programs such as spreading pinwheels together to raise VND 700 Million for children with autism” (Thanh Nien, April 3, 2023) and initiatives like “Many Vietnamese celebrities folding pinwheels to fundraise for children with autism” (Thanh Nien, June 24, 2022) place children at the center of fundraising activities, fostering societal empathy. Additionally, articles such as “Robots help children with autism enhance social skills” (Thanh Nien, April 30, 2025) and “Children with autism benefit from supplemental learning via AI technology”(Thanh Nien, August 26, 2018) illustrate how the media cast children as “Beneficiaries of new technologies,” emphasizing societal progress and contemporary attention to their needs.

Finally, perseverance in community integration (social interaction)

This frame focuses on portraying children with autism in their long-term journey toward social integration, emphasizing the persistence of families and the sustained efforts of the children themselves. Media stories are often constructed as “journeys,” progressing from initial difficulties to incremental achievements, thereby creating narrative tension and eliciting public empathy. For instance, “Those “climbing the slope” alongside children with autism” (Tuoi Tre, March 11, 2024) depicts parents as tireless companions, while “Autistic boy dreams of becoming the world’s number one football player” (VnExpress, September 5, 2022) tells the story of Khoi Nguyen, highlighting his perseverance in overcoming obstacles to achieve success.

4. Discussion on the Impact of Media Portraying Children with Autism in the “Victim” and “Hero” Frames, and Some Recommendations

4.1. Positive impacts

Shifting the public image of children with autism toward a positive perspective: Historically, the public often perceived autism solely as a disability, generating burdens for both families and society. When the media adopt the “hero” frame, they have effectively “reversed” this perception for many in the community. By emphasizing exceptional abilities, resilience in overcoming adversity, and the positive contributions that children with autism can make, the media help reduce prejudice and even foster admiration. The community gradually views children with autism not only as individuals deserving of pity but also as valuable contributors capable of making meaningful societal contributions.

Providing motivation and inspiration for families and society: Exemplars such as Bao Nam - the “young, determined painter” who set a record with 115 bridge paintings; Khoi Nguyen - the “inspirational star” in children’s circus arts; and Nem (Ha Dinh Chi) - the “symbol of creativity and integration” through the Nem’s Story exhibition have become “special icons” in the media. When depicted within the “hero” frame, these children not only demonstrate their ability to overcome limitations and assert themselves but also generate powerful inspiration for society. Such stories reinforce public belief that children with autism can achieve outstanding accomplishments while simultaneously serving as a source of motivation, encouraging families to have greater confidence in their children’s journey of integration and development and to actively involve them in diverse social activities.     Shaping norms of diversity and humanity: When the media emphasize that children with autism can set records, organize exhibitions, create artworks, perform in sports, or even share more ordinary stories - such as returning to school, helping their parents with household chores, taking care of themselves, or working to earn income - they help reinforce the message that individuals with autism also have the right to be recognized as ordinary members of society, and in some cases, as outstanding individuals. This represents how the media shape and disseminate new social norms regarding diversity and inclusivity.

Contributing to the promotion of policies and support services: The media not only report on the achievements and exceptional abilities of children with autism but also highlight solutions, recommendations, and proposals for policymakers, social organizations, and the community to increase attention to developing appropriate policies, facilitating inclusion, and ensuring the legitimate rights of children with autism. Such measures include investing in inclusive education, therapeutic activities, and creating environments conducive to child development. For instance, the article “Amending laws to create specialized policies for children” (Nhan Dan, March 28, 2025) notes: “In practice, children with autism are recognized as a form of disability, but currently they do not yet fully enjoy the rights and necessary support from the State,” emphasizing the need to “include children with autism in the category of developmental disabilities under the Law on Persons with Disabilities. This provides a legal basis to ensure that children with autism receive specific rights in education, healthcare, and social welfare, and to expand health insurance coverage to include services such as speech therapy, behavioral therapy, and physiotherapy.”

4.2. Risks and limitations

Intense media emphasis on the “hero” frame for children with autism may inadvertently create implicit pressure on parents.

Publishing inspirational stories about certain children with autism who demonstrate exceptional abilities can be positive; however, it may also unintentionally produce an idealization effect - exaggerating extraordinary achievements and thereby creating implicit pressure on both parents and the children themselves. Many parents may feel anxious or blame themselves if their child does not attain the “outstanding” accomplishments highlighted in media stories. Rather than providing reassurance, such portrayals can exacerbate stress and self-reproach, increasing the already significant emotional burden of supporting a child with autism. This phenomenon has been noted in the research by Dilara Demirpençe Seçinti, Dilan Diş, Zeynep Seda Albayrak, and Ezgi Şen⁽¹²⁾, which states: “In addition to the inability to regulate the child’s atypical behaviors, thinking about how the outside world evaluates these behaviors increases maternal stress. One study indicates that the prevalence of depression among mothers of children with autism is higher than that in the general population.”

Most children with autism do not have exceptional abilities, so media focus on the “hero” aspect may obscure the support needs of the majority.

When the media adopt the “hero” frame to portray children with autism, they often emphasize exceptional cases with outstanding abilities in areas such as art, mathematics, or memory. The resulting effect may run counter to the goal of supporting the broader community. In reality, most children with autism do not possess remarkable special skills. They require early intervention services, inclusive education support, mental health care, and understanding social environments to develop as normally as possible. However, when the media repeatedly “idealize” a few exemplars or cases of autistic children integrating successfully into typical life, the public may become captivated by images of the “autistic prodigy” or the “hero overcoming adversity.” Consequently, the circumstances of the majority - children who need early intervention, specialized education, medical services, and opportunities for everyday integration - are easily overlooked or undervalued. This not only generates invisible pressure on parents and the children themselves but also skews societal priorities in policy - making and resource allocation for supporting this larger group. Mittmann, Schrank, Steiner - Hofbauer et al. Argue that a review of media representations of autism shows that journalism and film frequently select cases with exceptional abilities (savantism) as representatives, thereby distorting public perception and obscuring the reality that most children with autism do not possess extraordinary skills ⁽¹³⁾.

Therefore, excessive media focus on the image of the “autistic hero” not only distorts societal perceptions but may also overshadow the real needs of the majority - children who require practical support rather than public acclaim - leaving those needs insufficiently addressed.

5. Conclusion and Recommendations

A survey of Vietnamese media, specifically online newspapers, has identified the existence of two media frames portraying children with autism: the “victim” frame and the “hero” frame. Through the “hero” frame, the media have played a significant role in raising social awareness and shaping behaviors toward children with autism, creating opportunities and conditions for inclusion, and promoting supportive policies. However, to ensure humane and sustainable media representation of children with autism, the press should focus on the following points:

First of all, diversify media frames: The media should not focus solely on the “victim” or “hero” frames but also emphasize portraying children with autism as “ordinary citizens,” highlighting their rights to life, education, and play on an equal footing with other children. According to Kokina and Kern ⁽¹⁴⁾, children with autism often face difficulties in understanding and anticipating social situations, which can lead to behavioral responses that differ from general social norms. Their meta-analysis indicates that “Social Stories™” - a widely used intervention designed to enhance social understanding - are effective only when applied in appropriate contexts, particularly in helping children recognize emotions and social rules rather than coercively altering behavior. These findings suggest a humane approach for the media: instead of depicting autistic individuals as “problems” to be fixed, they should be represented as “ordinary individuals” with different ways of perceiving the world, deserving understanding and supportive engagement.

Secondly, media organizations should provide journalists with training on reporting about children with autism in a fair, balanced, and evidence - based manner. This approach helps prevent audiences from perceiving autistic children through polarized lenses - either overly tragic and pessimistic or unrealistically idealized and overly optimistic.

Thirdly, encourage the involvement of public figures in media campaigns advocating for the rights and protection of children with autism. While celebrities can significantly amplify public awareness, journalists must guide the coverage toward a humane and responsible framework. Specifically, reporting should avoid sensationalizing tragedy or eliciting pity and instead emphasize children’s potential, perseverance, and right to respect. Furthermore, when covering artists’ activities, the focus should be on social impact and professional messages (e.g., early intervention, inclusive education, supportive policies), rather than framing the story solely as “celebrity charity.” By strategically combining the influence of public figures with informed journalistic guidance, media messages about protecting and supporting children with autism can achieve both broad reach and ethical accuracy.

Fourthly, the State and society should accompany the media. According to researchers Kokina and Kern⁽¹⁵⁾, social outcomes improve when children with autism live and learn in inclusive environments, highlighting the importance of proactive engagement and social context in the physical and mental development of children with autism. Therefore, while the media play a critical role, they represent only one component in advocating for the rights and healthy physical and mental well-being of autistic children. For the solutions proposed by the press to become effective, they require the collaboration of the State, relevant authorities in education and healthcare, and other supportive policy frameworks.

Through such approaches, Vietnamese media can become a powerful tool for promoting an inclusive society - one in which children with autism are not only empathized with and cared for but also respected and engaged as equal citizens./.

(1) American Psychiatric Assóciation (2013), Diagnostic and statistical manual of mental disorders 5th edition American Psychiatric Publishing, Arlington, VA, USA: doi. 10.

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