Teacher Perspectives on Bullying Towards Primary-Aged Students with Disabilities

Bullying is an international phenomenon that impacts up to 70% of students. Research has consistently demonstrated that students with special educational needs are overrepresented as victims of bullying. Despite this high prevalence, limited research has explored teachers’ perspectives on this topic and the challenges they face in preventing bullying in the classroom. This study used a qualitative approach consisting of semi-structured interviews with two educators who are committed to anti-bullying education and inclusion. The purpose of the study included an exploration of strategies and practices used by educators to prevent and respond to bullying behaviour towards students with disabilities. This study looked at various disabilities, such as Autism, ADHD, physical disabilities, and Learning Disabilities. The study found that participating teachers primarily employ preventative approaches to bullying behaviour by creating an inclusive classroom environment, integrating anti-bullying education throughout the curriculum, and being involved in school and classroom-wide anti-bullying initiatives. Moreover, involvement in professional development specific to bullying was identified as a necessary component of reducing bullying behaviour in schools. Participants also identified many challenges they experienced, including lack of teaching staff to adequately support the integration of students with disabilities in a mainstream classroom