Bullying in Students with Special Education Needs and Learning Difficulties: The Role of the Student–Teacher Relationship Quality and Students’ Social Status in the Peer Group

Abstract

Background Children with Special Education Needs and Learning Difficulties are at risk of being excluded, or bullied because of their impairments. Within the bullying literature, two variables have been shown to be key in terms of its predictions: student–teacher relationship and students’ social status among peers. Objective The aim of this research was to assess the association between the student–teacher relationship and students’ social status in the peer group and bullying dimensions in children with SEN, LD, and typical development. Method A total of 320 children—55 with LD, 46 with SEN, and 219 in the control group – participated in the study, with a mean age of 11.04 (SD = 1.42), and 59.7% of whom were male. The model tested showed a good fit: χ2 (40) = 102.395, p < .001, CFI = .940, RMSEA = .070 [90% CI = .054, .088]. Results Main findings show that children with SEN and LD had more difficulties in social participation and might be at higher risk of being bullied, compared with their classmates. Conclusions This study offers evidence on bullying in children with SEN and LD and its association with both relationship with teacher and students’ social status. For teachers, results highlight peculiarities and possible problems of school inclusion of children with SEN and LD. For educational researchers, findings add knowledge on literature focused on bullying in children with difficulties.

Bullying Experience among Deaf and Dumb Students at Assiut City

“…Regarding feeling experience between bullying exposed deaf and dumbed students, the current study found that slightly less than one third and one third of studied students reported feelings of depression and anger respectively. These were consistent with Cosma et al, 2017 (39) who showed that youth who have been bullied were more likely to report lower levels of confidence and happiness and higher levels of psychological symptoms. Regarding time of exposure to bullying, the current study found that more than one quarter of bullying exposed deaf and dump students were bullied every day.…”

Verbal Violence on Social Networking Websites and Its Impact on Students with Disabilities from the Parents’ Perspectives

“…Some researchers have defined student violence as patterns of offensive, coercive behaviour against others that include physical abuse, psychological abuse, economic exploitation, or property destruction carried out by some students against their colleagues, teachers, or attacks on university laws and property (Berchiatti et al, 2021). The school stage is a crucial stage for young people in terms of looking forward to the future of their professional and family life, in which they set goals and strive to achieve them in a changing, socially, economically, and politically volatile world.…”