Bullying in physical education of children and youth with visual impairments: A systematic review

Abstract

Bullying is prevalent in youth but occurs at a higher rate of incidence in children with visual impairments in comparison to children without disabilities. The purpose of this study was to conduct a systematic review of literature from the past 20 years on bullying research in physical education of youth with visual impairments. This review examined studies on bullying in physical education for school-age children with visual impairments. Articles that did not include children with visual impairments or blindness, physical education, or any type of intentional bullying were eliminated. After a thorough screening of the articles obtained in the search, 14 were selected and analyzed thematically. Results revealed that of the 114 participants in these studies, 86% experienced social–relational bullying, 64% experienced verbal bullying, and 21% experienced physical bullying. Children with visual impairments were bullied in physical education class by their teachers (50%), paraeducators (7%), and their peers (93%). The bullying occurred in class (93%), in the locker room (21%), and at various locations outside of class. Generalization of these findings to all children with visual impairments is limited due to a lack of quantitative studies found with our search criteria. However, the findings indicate a need to educate teachers and paraeducators about proper modifications to class structure and assessment practices, as well as variations to sports and physical activity, to reduce bullying. In addition, teaching self-advocacy to children with visual impairments may minimize bullying and help with peer acceptance and support in the classroom.

“I Gave Up Football and I Had No Intention of Ever Going Back”: Retrospective Experiences of Victims of Bullying in Youth Sport

“… Hill (2015) suggested that boys who were more athletic and had a more positive view of their bodies were more likely to be popular, while those who did not fit below the standard were rejected, making them more vulnerable to being bullied ( Kerr et al, 2016 ). Suffering from certain types of disability also increases the chances of being bullied at school ( Pinquart, 2017 ) and in the specific context of physical education ( Ball et al, 2021 ), as well as presenting an attribution of the bullying situation linked to the disability or being perceived by themselves as a different player ( Danes-Staples et al, 2013 ).…”

Inclusive Culture in Compulsory Education Centers: Values, Participation and Teachers’ Perceptions

“…Several studies [ 38 , 39 , 40 ] have reported a significant association between SEN students and bullying at the school. Our study highlights that there is not a clear, direct relation between SEN and victimization; 38.9% of the teachers considered that SEN students might be bullied to a greater degree due to their characteristics than their peers, but 28% believe that victimization does not have to be associated with SEN, and 33.1% did not show a specific perception about it (Mdn: 80.7).…”

“… and after That Came Me”. Subjective Constructions of Social Hierarchy in Physical Education Classes among Youth with Visual Impairments in Germany

“…However, the few studies that have explicitly considered the perspective of CWVI suggest that overwhelming negative experiences may very well occur in integrated settings [25,26]. In line with these findings, Ball et al [27] pointed out in their systematic review that bullying of CWVI by peers and teachers is a widespread phenomenon in PE, which leads to social isolation. These findings are also consistent with assertions by Atkins [28], who suggests that educational frameworks intended to promote inclusion can, at an individual level, provoke negative experiences where people with disabilities subjectively evaluate their individual experiences differently than educational policy frameworks intend.…”