Bullying perpetration and victimization in special education: A review of the literature

Chad A. Rose, Lisa E. Monda-Amaya, Dorothy L. Espelage

Research output: Contribution to journalReview articlepeer-review


Bullying perpetration and victimization have become pervasive problems in American schools. Recent research suggests a causal association between prolonged periods of victimization and overt acts of school violence. These findings are germane to students with disabilities in light of evidence suggesting these students are victimized more often than typically developing peers. The purpose of this review is to provide special educators with an overview of definitions and issues related to bullying perpetration and victimization and to synthesize research on this topic as it pertains to students with disabilities by disability type, personal characteristics, and educational placement. It was concluded that additional research is needed on prevalence and types of bullying, factors related to perpetration or victimization, and appropriate school-based interventions for special needs populations.

Original languageEnglish (US)
Pages (from-to)114-130
Number of pages17
JournalRemedial and Special Education
Issue number2
StatePublished - 2011


  • bully
  • disability
  • perpetration
  • special education
  • victimization

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health


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