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What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work

Author

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  • Daniel Falla

    (Department of Psychology, Universidad de Córdoba, 14071 Córdoba, Spain)

  • Sergio Sánchez

    (Department of Developmental and Educational Psychology, Faculty of Teacher Training and Education, Autonomous, Ciudad Universitaria de Cantoblanco, University of Madrid, 28049 Madrid, Spain)

  • José A. Casas

    (Department of Psychology, Universidad de Córdoba, 14071 Córdoba, Spain)

Abstract

Bullying is a serious problem that particularly affects schoolchildren with disabilities. However, studies in this group have been carried out on smaller cohorts and the results obtained are, therefore, less representative and sometimes inconclusive. The purpose of this paper is to perform a systematic review of the work carried out in recent years, including the analysis of several variables related to the sample, the methodology applied and the type of bullying. The guidelines set down by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement were followed in three phases. The total sample consisted of 55 children who fulfilled the inclusion criteria. The results reveal that half the studies were conducted in cohorts of less than 250 schoolchildren and drew no distinctions between the different types of disabilities. Furthermore, there is no consensus regarding the methodology used, and no specialized instruments were used. Hardly any specific interventions have been performed into the type of bullying investigated, in which victimization is the predominant mode. We concluded that there is an urgent need to increase the number of studies, including a larger number of individuals and using specialized instruments, in order to obtain more solid results. Such studies will allow us to create specific prevention and intervention programs to address the bullying of schoolchildren with disabilities.

Suggested Citation

  • Daniel Falla & Sergio Sánchez & José A. Casas, 2021. "What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work," Sustainability, MDPI, vol. 13(1), pages 1-18, January.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:1:p:416-:d:474903
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    References listed on IDEAS

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    1. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
    2. Cohen LS & Pella C, 2019. "Cariprazine in Autism Spectrum Disorder and Intellectual Disability Disorder," Global Journal of Intellectual & Developmental Disabilities, Juniper Publishers Inc., vol. 6(4), pages 71-75, October.
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    Cited by:

    1. Ascensión Palomares-Ruiz & Ramón García-Perales & Antonio Cebrián-Martínez & María Inés Martín-García, 2021. "Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance," Sustainability, MDPI, vol. 13(13), pages 1-15, June.
    2. Gheorghița Nistor & Cristian-Laurențiu Dumitru, 2021. "Preventing School Exclusion of Students with Autism Spectrum Disorder (ASD) through Reducing Discrimination: Sustainable Integration through Contact-Based Education Sessions," Sustainability, MDPI, vol. 13(13), pages 1-17, June.

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