Helping children with disabilities combat negative socio-emotional outcomes caused by bullying through extracurricular activities

Bills, Kaycee L.

doi:10.1080/10911359.2020.1718052

Cited by 7 publications

(4 citation statements)

References 21 publications

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“…The present study investigated how various types of sports and nonsports-related extracurricular activities are associated with bullying perpetration and victimisation of early and middle adolescent groups. Among early adolescents, only sports showed negative associations with victimisation, which was similar to Bills’ (2020b) findings. Early adolescence is a developmental period in which the body rapidly experiences significant changes, and for adolescents during this period, participating in sports can facilitate the development of self-confidence and social skills, which potentially would reduce victimisation risks.…”

Section: Discussionsupporting

confidence: 85%

“…On the other hand, some scholarly findings seem to suggest that extracurricular activities could serve as a protective factor against victimisation, as adolescents who participate in such activities may develop social skills or establish supportive relationships with peers and adults, which can diminish their risk of being bullied by their peers (McConnell & Erath, 2018) and the adverse outcomes of victimisation. For example, Bills (2020b) found that students with disabilities who had participated in sports-related extracurricular activities were less likely to report victimisation related to schoolwork, friendship, and self-esteem. McConnell and Erath’s (2018) findings from a sample of 123 5th and 6th graders also showed a positive association between victimisation and depressive symptoms in those who were not committed to an extracurricular activity.…”

Section: Extracurricular Activities and Bullying Victimisationmentioning

confidence: 99%

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Extracurricular activities and bullying perpetration and victimisation in early and middle adolescence

Hong

Song²,

Tan³

et al. 2022

Journal of Psychologists and Counsellors in Schools

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The present study examined the association between adolescents’ extracurricular activities and bullying perpetration and victimisation. The sample was drawn from the 2016 National Survey of Children’s Health dataset. Analyses included descriptive statistics and logistic regression for the early adolescent and middle adolescent groups. Among early adolescents, sports were negatively associated with victimisation. Participation in clubs/organisations, organised activities or lessons, and community services were negatively associated, while employment was positively related to bullying perpetration. Among middle adolescents, all extracurricular activities were negatively related to victimisation. As for bullying perpetration, organised activities or lessons and community services were negatively associated with bullying. The study highlights the potential for sport and extracurricular involvement as ways to possibly deter bullying perpetration and victimisation. Future research should consider these associations longitudinally.

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Section: Discussionsupporting

confidence: 85%

Section: Extracurricular Activities and Bullying Victimisationmentioning

confidence: 99%

Extracurricular activities and bullying perpetration and victimisation in early and middle adolescence

Hong

Song²,

Tan³

et al. 2022

Journal of Psychologists and Counsellors in Schools

View full text Add to dashboard Cite

show abstract

“…Schools can promote this by encouraging student participation in extracurricular activities and fostering stronger links between the school, families, and the wider community. Such efforts can transform the school into a supportive hub that extends beyond academic learning, offering students a sense of identity and security within their educational environment (Bills, 2020; Clark, 2011).…”

Section: Discussionmentioning

confidence: 99%

Victimization and cybervictimization: The role of school factors

Menabò,

Skrzypiec,

Slee

et al. 2023

Journal of Adolescence

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IntroductionVictimization and cybervictimization can negatively affect the subjective experience of well‐being. This effect can be mediated by school factors, even if a deep understanding of these factors still needs to be determined. The present study examined how peer network, teacher support, and school connectedness mediated the relationship between victimization, cybervictimization, and well‐being. We developed two mediation models, considering victimization (Model 1) and cybervictimization (Model 2) as predictors, well‐being as the outcome, peer network, teacher support, and school connectedness as parallel mediators, and gender as a covariate variable.MethodsThe sample comprised 563 Italian students (Mage = 11.5; 45% females). Students filled out a purpose‐built questionnaire investigating victimization and cybervictimization, peer network, teacher support, school connectedness, and well‐being. Two multiple mediation models were run using Process.ResultsThe two models showed similar patterns [Model 1: F(8, 169) = 34.35, p ≤ .001, R2 = .34; Model 2: F(8, 169) = 40.13, p ≤ .001, R2 = .34]. Indeed, victimization (Model 1) and cybervictimization (Model 2) had negative significant effects on peer network, teacher support, and school connectedness. However, their direct effects on well‐being were not significant, as peer network and school connectedness emerged as complete mediators between victimization (Model 1) and cybervictimization (Model 2) and well‐being. Males displayed higher levels of well‐being compared to females.ConclusionsPeer network and school connectedness play a crucial role in mediating the impact of victimization and cybervictimization on well‐being. Educators and policymakers should prioritize fostering supportive peer network and strengthening school connectedness to create an environment that mitigates the negative effects of victimization and cybervictimization, enhancing overall student well‐being.

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“…They may experience higher levels of anxiety, despair, poor self-esteem, academic disengagement, and other mental health issues as a result. Dedication to developing an inclusive and tolerant school culture that values diversity encourages empathy and builds a feeling of belonging for all students is necessary for efforts to address bullying victimisation of children with disabilities (Bills 2020). A learning environment's general student characteristics might in fact have both good and negative effects.…”

Section: Introductionmentioning

confidence: 99%

Understanding intellectually disabled students' participation and impact in school extracurricular activities

Selvi,

Whig,

Panwar

2023

Multidiscip. Sci. J.

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The commitment of secondary-aged children with intellectual disabilities in school sponsor Extracurricular Activities (ECA) was examined in connection to score intensity, support requirements, and usage of augmentative and alternative communication (AAC). Participants are special education instructors with a minimum of one intellectually disabled student on their attention who took part in an organised ECA at their school (N = 498). A nationwide listserv for transitioning professions' participants was issued an online survey to gather data. Teachers indicated that students engaged in a variety of ECA in performances, school groups, unique events, and sports/fitness. The overwhelming common of students took part in activities for little more than three hours each week, and they did not take part in events that were exclusive to students with impairments. The kind of extracurricular events students participated in, how much time they spent participating each week, and how much they participated in ECA to facilitate was exclusive to students with disabilities all had an impact on their maintain needs and utilize of AAC. Except for events that solely included kids with impairments, grade-level disparities were not significant.

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Helping children with disabilities combat negative socio-emotional outcomes caused by bullying through extracurricular activities

Cited by 7 publications

References 21 publications

Extracurricular activities and bullying perpetration and victimisation in early and middle adolescence

Extracurricular activities and bullying perpetration and victimisation in early and middle adolescence

Victimization and cybervictimization: The role of school factors

Understanding intellectually disabled students' participation and impact in school extracurricular activities

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