Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school

Turunen, Tiina; Poskiparta, Elisa; Salmivalli, Christina; Niemi, Pekka; Lerkkanen, Marja‐Kristiina

doi:10.1371/journal.pone.0249112

Cited by 13 publications

(4 citation statements)

References 96 publications

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“…One possible reason is that previous research investigating LD as a childhood bullying risk factor did not always take psychiatric comorbidity into account. The few existing studies found that children with LD and psychiatric comorbidity (e.g., LD and ADHD) are at a higher risk of victimization [ 42 ], and of being bullies and bully-victims [ 47 , 48 ]. However, these studies did not examine all bullying roles (i.e., only victim, only bully, or bully-victim), or did not examine the effect of difficulties in different learning domains (i.e., reading, spelling, and math).…”

Section: Introductionmentioning

confidence: 99%

The relationship between bullying, learning disorders and psychiatric comorbidity

et al. 2023

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Background Both learning disorders and bullying are major sources of public concern. Children with learning disorders often suffer from social rejection, potentially rendering them more susceptible to bullying involvement. Bullying involvement leads to a higher risk towards developing various problems including self-harm and suicidality. Past research on whether learning disorders are childhood bullying risk factors yielded inconsistent results. Methods The current study used path analyses on a representative sample of 2,925 German 3rd and 4th grades to examine whether learning disorders are a direct bullying risk factor, or whether their impact depends on psychiatric comorbidity. More so, the current study sought to examine whether associations differ between children with and without learning disorders, compare different bullying roles (i.e., only victim, only bully, or bully-victim), compare gender, and control for IQ and socioeconomic status. Results Results indicated that learning disorders are not a direct but rather an indirect childhood risk factor for bully-victim involvement, depending on psychiatric comorbidity with internalizing or externalizing disorders. Regarding the comparison between the samples of children with and without learning disorders, an overall difference and a difference in the path between spelling and externalizing disorders emerged. No difference for different bullying roles (i.e., only victim, only bully) emerged. Negligible differences emerged when IQ and socioeconomic status were controlled. An overall gender difference emerged, compatible with past research, indicating higher bullying involvement among boys compared to girls. Conclusion Children with learning disorders are at a higher risk of having psychiatric comorbidity, which in turn renders them at a higher risk of bullying involvement. Implications for bullying interventions and school professionals are deduced.

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Section: Introductionmentioning

confidence: 99%

The relationship between bullying, learning disorders and psychiatric comorbidity

et al. 2023

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“…Research has demonstrated that high-SES children might have a greater degree of achievement pressure, as well as emotional and physical isolation from their parents, which can cause psychosocial maladjustment and internalizing health problems, such as anxiety and depression [ 36 , 37 ], with the potential to create a downward spiral of isolation, maladjustment, and internalizing problems. A growing body of evidence suggests that maladjustment and internalizing issues might predict bullying perpetration [ 17 , 38 – 41 ], and therefore, it could have increased the risk of perpetrating bullying among high-SES adolescents. Further research is needed to explore this possibility.…”

Section: Discussionmentioning

confidence: 99%

Pathways to socioeconomic health differences in Armenian adolescents: The role of bullying perpetration

Torchyan

Bosma²,

Houkes³

2022

PLoS ONE

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Bullying perpetration might be an alternative way of hierarchy formation among adolescents. It can potentially compensate for the negative health influences of low socioeconomic status (SES), rewarding this unwanted behavior. This study aimed to investigate the role of bullying perpetration in the relationship between SES and health among Armenian adolescents. A nationally representative sample of 3679 adolescents aged 11–15 years (mean = 13.1, standard deviation = 1.6) participated in the Health Behavior in School-aged Children 2013/14 survey in Armenia. Complex samples multiple logistic regression were used to estimate the associations between two SES measures (family socioeconomic position [SEP] and material well-being) and three health outcomes (perceived health status, psychosocial well-being, and psychosomatic symptoms). Bullying perpetration was not associated with less than good health or low psychosocial well-being (P > 0.05) but increased the odds of reporting high psychosomatic symptoms (P < 0.05). Perpetration did not change the SES-health gradient substantially. However, in stratified analyses, socioeconomic inequalities in health were consistently weaker among perpetrators. The largest observed difference was in the relationship between low family SEP and less than good health (OR = 3.60, 95% CI = 2.77–4.67 vs. OR = 1.80, 95% CI = 1.06–3.04), whereas the smallest difference was in the relationship between low family SEP and high psychosomatic symptoms (OR = 1.27, 95% CI = 1.03–1.56 vs. OR = 1.04, 95% CI = 0.61–1.77). Our findings suggest that bullying perpetration, as an alternative hierarchy, may be looked at as a compensatory but vicious strategy in the face of the negative health influences of low SES in Armenian adolescents. For high-SES adolescents, on the other hand, social, emotional, or psychological problems might contribute to bullying perpetration. Consequently, bullying prevention activities in Armenia should focus on both low and high-SES adolescents, considering SES-specific pathways and mechanisms.

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“…There is not much previous research on recognizing the relationship between bullying and citizenship-related issues. More often, attention has been paid to other issues, for example, gender differences, where the percentage of girls in the profile of victims of severe harassment was higher (Jiménez, 2019), achievement in general (Al-Raqqad et al, 2017), or reading skills (Turunen et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between Students’ Citizenship Activities and Bullying at School

Čekse¹,

Geske²,

Kiris³

2021

Human, Technologies and Quality of Education, 2021

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School violence and bullying highlighted as a global issue outside and in the school. In this research, IEA International Civic and Citizenship Study (ICCS) 2016 data from eight countries – Finland, Estonia, Latvia, Lithuania, Germany (North Rhine-Westphalia), the Russian Federation, Sweden and Denmark – was compared. The aim of the article is to observe the relationship between bullying and students’ citizenship activities at school and in the future. The research determined a relationship between bullying and factors that described students’ citizenship activities. The results show that there is a link between bullying and students’ experiences of participation in illegal and legal activities, participation in classroom discussions, interest in the wider community, and at-school citizenship activities. This article was supported by research application no. 1.1.1.2/VIAA/1/16/020, and European Social Fund project No. 8.3.6.2/17/I/001.

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Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school

Cited by 13 publications

References 96 publications

The relationship between bullying, learning disorders and psychiatric comorbidity

The relationship between bullying, learning disorders and psychiatric comorbidity

Pathways to socioeconomic health differences in Armenian adolescents: The role of bullying perpetration

The Relationship Between Students’ Citizenship Activities and Bullying at School

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