Using a stigma-based bullying framework, the current study investigated how (a) disability status was related to bullying-related behaviors when controlling for gender, grade level, and free or reduced lunch status; (b) gender, grade level, and free or reduced lunch status moderated the associations of disability status with bullying-related behaviors; and (c) classification in specific disability categories was associated with bullying-related behaviors with a sample of 10,483 students (47.8% female) in elementary, middle, and high school. School records data were collected on grade level, gender, free or reduced lunch price status, disability status, and disability category. Students completed the Bullying Participant Behaviors Questionnaire (BPBQ), rating five types of bully role behaviors (bullying behavior, assistant behavior, victimization, defending behavior, and outsider behavior). Findings indicated that having a disability was associated with increased victimization, assisting, and defending behavior. Furthermore, disability status interacted in meaningful ways with several demographic factors: (a) females with a disability reported more victimization and reported engaging in more outsider behaviors than females without a disability, (b) elementary students with a disability reported more assisting and less defending behaviors than those without a disability, (c) high school students with a disability reported less bullying and assisting behaviors and more defending behaviors than those without a disability, and (d) students with a disability from low socioeconomic backgrounds reported more bullying and outsider behaviors than students not from lower socioeconomic family backgrounds. When comparing students from specific disability categories to those with no disability, students with an emotional disability reported more assisting, victimization, and outsider behaviors; students with other health impairment reported more assisting, victimization, and defending; students with autism reported less defending and outsider behaviors; and students with a learning disability reported more defending behavior. Exploratory analyses of the effects of school-level factors found that school size (enrollment) was positively related to prevalence of assisting and outsider behavior. The percentage of low-income students in a school was positively associated with the extent of victimization and defending behaviors reported, but negatively associated with the extent of outsider behaviors reported.

使用基于污名的欺凌框架，当前的研究调查了 (a) 在控制性别、年级和免费或减少午餐状态时，残疾状态如何与与欺凌相关的行为相关；(b) 性别、年级和免费或减少午餐状态缓和了残疾状态与欺凌相关行为的关联；(c) 在小学、初中和高中的 10,483 名学生（47.8% 女性）的样本中，特定残疾类别的分类与欺凌相关行为相关。学校记录数据是根据年级、性别、免费或降低午餐价格状态、残疾状况和残疾类别收集的。学生完成了欺凌参与者行为问卷( BPBQ)），对五种欺凌角色行为（欺凌行为、助手行为、受害行为、辩护行为和局外人行为）进行评级。研究结果表明，残疾与受害、协助和保护行为的增加有关。此外，残疾状况以有意义的方式与几个人口因素相互作用：(a) 残疾女性报告说，与非残疾女性相比，她们遭受更多的伤害并参与了更多的局外人行为，(b) 残疾小学生报告说更多的帮助和更少的防御(c) 与非残疾学生相比，残疾高中生报告的欺凌和协助行为更少，辩护行为更多，(d) 来自社会经济背景较低的残疾学生报告的欺凌和外来行为比非社会经济家庭背景较低的学生更多。在将特定残疾类别的学生与非残疾学生进行比较时，有情感障碍的学生报告了更多的协助、受害和局外人行为；有其他健康障碍的学生报告了更多的协助、受害和辩护；自闭症学生报告的防御和局外人行为较少；有学习障碍的学生报告了更多的辩护行为。对学校层面因素影响的探索性分析发现，学校规模（入学人数）与协助和局​​外人行为的普遍性呈正相关。