Bullying of Students with Disabilities in Inclusive Educational Settings

Abstract The article examines the challenges faced by students with disabilities in schools with inclusive education, focusing on bullying experiences. Relationships between students with and without disabilities are examined, while students with disabilities are shown to be at a higher risk of being targeted by their peers, often encountering various forms of bullying, including psychological, physical, and cyberbullying, along with microaggressions. We conducted a thematic analysis of data gathered through in-depth semi-structured individual interviews with 13 young people with disability forming part of inclusive education in Slovenia. The results reveal that although students with disabilities report positive relationships with their peers, instances of various types of bullying are also present. Psychological bullying included teasing, name-calling, and social exclusion. Physical violence was confirmed as well, manifesting in a direct form and also indirectly by tampering with students’ disability aids. Bullying often occurred at school and involved small groups of students. Even though cyberbullying was detected in only one case, the research showed that students with disabilities employ several measures to prevent it (e.g., to limit their use of social media, hide their disability in online communication). The study also explores the coping strategies relied on by students with disabilities, like seeking support from friends and teachers, which have been found effective. At the same time, there were some cases of inappropriate responses or a lack of response from teachers, which made situations worse for the bullied students. The article emphasizes the need for systematic interventions, greater awareness, and ongoing training for school staff to effectively prevent and address bullying in inclusive educational settings.