Bullying and victimisation rates among students in general and special education: A comparative analysis

Chad Allen Rose, Dorothy Lynn Espelage, Lisa E. Monda-Amaya

Research output: Contribution to journalArticlepeer-review

Abstract

Bullying and victimisation remains a pervasive problem within the nation's schools. International research has indicated that students who are enrolled in special education curricula are victimised and perpetrate more bullying than their general education peers. Few empirical studies have examined bullying and victimisation rates among American schoolchildren within special education programmes. The current study examined rates of bullying and fighting perpetration and victimisation among middle-school students (n = 7331) and high-school students (n = 14,315) enrolled in general education and special education programmes. As hypothesised, students in special education reported greater rates of bullying and fighting perpetration, and victimisation than general education students. Students who were in self-contained classrooms reported more perpetration and victimisation than those in inclusive settings. Fighting perpetration was similar for younger and older students in special education settings, whereas fighting perpetration was lower for older students, versus younger students, in general education.

Original languageEnglish (US)
Pages (from-to)761-776
Number of pages16
JournalEducational Psychology
Volume29
Issue number7
DOIs
StatePublished - Dec 2009

Keywords

  • Adolescent
  • Bully
  • Disabilities

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology
  • Education

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