Background

Children with Special Education Needs and Learning Difficulties are at risk of being excluded, or bullied because of their impairments. Within the bullying literature, two variables have been shown to be key in terms of its predictions: student–teacher relationship and students’ social status among peers.

Objective

The aim of this research was to assess the association between the student–teacher relationship and students’ social status in the peer group and bullying dimensions in children with SEN, LD, and typical development.

Method

A total of 320 children—55 with LD, 46 with SEN, and 219 in the control group – participated in the study, with a mean age of 11.04 (SD = 1.42), and 59.7% of whom were male. The model tested showed a good fit: χ² (40) = 102.395, p < .001, CFI = .940, RMSEA = .070 [90% CI = .054, .088].

Results

Main findings show that children with SEN and LD had more difficulties in social participation and might be at higher risk of being bullied, compared with their classmates.

Conclusions

This study offers evidence on bullying in children with SEN and LD and its association with both relationship with teacher and students’ social status. For teachers, results highlight peculiarities and possible problems of school inclusion of children with SEN and LD. For educational researchers, findings add knowledge on literature focused on bullying in children with difficulties.

中文翻译：

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对有特殊教育需要和学习困难学生的欺凌：师生关系质量和学生在同伴群体中的社会地位的作用

背景

有特殊教育需要和学习困难的儿童有可能因为他们的缺陷而被排斥或欺负。在欺凌文献中，有两个变量被证明是其预测的关键：师生关系和学生在同龄人中的社会地位。

客观的

本研究的目的是评估师生关系与学生在同龄人群体中的社会地位以及具有特殊教育需要、LD 和典型发育儿童的欺凌维度之间的关联。

方法

共有 320 名儿童（55 名患有 LD，46 名患有 SEN，对照组为 219 名）参与了该研究，平均年龄为 11.04 ( SD  = 1.42)，其中 59.7% 为男性。测试的模型显示出良好的拟合：χ ² (40) = 102.395，p  < .001，CFI = .940，RMSEA = .070 [90% CI = .054, .088]。

结果

主要研究结果表明，与同班同学相比，有特殊教育需要和学习障碍的儿童在社会参与方面存在更多困难，并且可能更容易受到欺凌。

结论

本研究提供了关于 SEN 和 LD 儿童欺凌及其与教师和学生社会地位关系的证据。对于教师而言，结果突出了特殊教育需要和 LD 儿童在学校包容的特点和可能​​存在的问题。对于教育研究人员来说，研究结果增加了关于对有困难儿童进行欺凌的文献知识。