Disablist bullying in Northern Ireland and the Republic of Ireland: an investigation of student teachers’ knowledge, experience and confidence

Abstract

This study explored the knowledge, experience and confidence of student teachers from Northern Ireland and the Republic of Ireland in relation to disablist bullying. Adopting a mixed methodological approach of four focus groups (N = 18) and a pencil-and-paper questionnaire (N = 257), the study explored the students knowledge, experience and confidence in relation to disablist bullying. Results highlight that none of the participants, in either jurisdiction, had received guidance in relation to disablist bullying as part of their Initial Teacher Education (ITE). Results highlight the need for practical, solution-focused and evidencebased input at the level of ITE and Continuing Professional Development in both jurisdictions.

Disablist bullying in schools: giving a voice to student teachers

“…From their review of the empirical work in the area, Purdy and Mc Guckin (2014) identify two reasons as to why children with SEN/disabilities may be at higher risk for involvement in bully/victim problems: (a) possibly lower levels of social competence (Whitney, Nabuzoka and Smith, 1992), and (b) potentially fewer friendships, reflective of a 'dose-effect' buffer in relation to likelihood of victimization and number of good friends (Martlew and Hodson, 1991). Purdy and Mc Guckin's (2014) review also pointed out that these are both areas where the influence of educators can have a positive effect (Frederickson, 2010;Morton and Campbell, 2008).…”

“…Critically, Purdy and Mc Guckin (2014) pointed out that within this policy context, guidance for teachers in Ireland (North and South) dealing with disablist bullying remains relatively scarce -with the exception of a very brief pamphlet on the subject by the Northern Ireland Anti-Bullying Forum (2010). This is in contrast with the UK, where the Department for Children, Schools and Families (2008) Safe to Learn materials, published under the last labour government and no longer official government policy, included one publication which specifically addressed bullying involving children with special educational needs and disabilities.…”

“…Results from larger scale quantitative projects like that of Purdy and Mc Guckin (2014) are certainly welcome. With these, we can gain a critically important 'outsider' perspective from large and representative samples of key informants.…”

“…Critically, Purdy and Mc Guckin () pointed out that within this policy context, guidance for teachers in Ireland (North and South) dealing with disablist bullying remains relatively scarce – with the exception of a very brief pamphlet on the subject by the Northern Ireland Anti‐Bullying Forum ().…”

“…For example, COST Action IS0801 demonstrated how researchers and policy-makers could collaborate to explore and plan action on a variety of fundamental issues, such as definition, measurement, coping strategies, intervention, prevention and legal issues. Purdy and Mc Guckin (2014) highlighted that, despite this invaluable attention and action regarding cyberbullying, other forms of bully/victim problems should not be overlooked. They pointed out that although attention continues to focus on homophobic bullying (e.g., Rivers, 2011), sexist, sexual, and transphobic bullying (e.g., Department for Education and Skills, 2010), and the newly emerging area of alterophobia (Minton, 2012), relatively little attention is paid to 'disablist' bullying -where those with a disability/special educational need (SEN) are directly involved in bully/victim problems.…”