Risk and protective factors for bullying and peer victimisation of children with and without Special Educational Needs and Disability(SEND)

Ralph, Nicola

Abstract

Children with Special Educational Needs and Disability (SEND) have been found to be at greater risk of experiencing peer victimisation and bullying behaviours than children without SEND (Mishna, 2003). This thesis investigated how individual level factors (e.g. SEND, emotional symptoms, reciprocal friendships, attitudes) and school level factors (e.g. inclusion) are related to peer victimisation and bullying, as well as the additional bullying roles, such as followers and defenders. 1,599 pupils (aged 11-14) from nine schools completed self-report measures to assess the variables of interest. Data on teacher (n = 194) and parent (n = 193) attitudes towards inclusion were collected along with parents’ experiences of inclusion at the schools as proxy measures of school inclusion. Each school’s inclusion/SEND policy and the Ofsted report also provided information on ‘inclusion’ at the school. Multilevel models were run for victimisation and bullying to investigate which variables predicted these experiences. Disability and emotional symptoms positively predicted victimisation while friendships negatively predicted victimisation with an interaction between emotional symptoms and disability also being significant. Attitudes towards SEND significantly positively predicted bullying behaviour. In both models, Ofsted scores were included at the school level and showed that as general Ofsted scores improved, levels of bullying and victimisation decreased. Although the developed measures of school inclusion (Ofsted reports and school policy analyses) did not appear to predict bullying of children with SEND, this study adds to a growing body of research which suggests that school level factors are important, with schools rated highly by Ofsted appearing to have lower levels of bullying.

Citation

Ralph, N. (2018). Risk and protective factors for bullying and peer victimisation of children with and without Special Educational Needs and Disability(SEND). (Thesis). Keele University. Retrieved from https://keele-repository.worktribe.com/output/412017

• Thesis Type: Thesis
• Publicly Available Date: May 26, 2023
• Public URL: https://keele-repository.worktribe.com/output/412017
• Award Date: 2018-10