Exceptionality and Peer Victimization Involvement in Late Childhood

• Published in: Remedial and special education Vol. 36; no. 5; p. 312
• Main Authors: Chen, Chin-Chih, Hamm, Jill V, Farmer, Thomas W, Lambert, Kerrylin, Mehtaji, Meera
• Format: Journal Article
• Language: English
• Published: Austin SAGE PUBLICATIONS, INC 01-09-2015
• Subjects: Adolescents; Bullying; Child development; Elementary schools; Ethnography; Grade 5; Grade 6; Intervention; Middle schools; Peer Groups; Peers; Rural Schools; Social exclusion; Social structure; Students with disabilities; Victimization; United States > US
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/0741932515579242

This study examined subtypes and stability/change in peer victimization involvement among students with exceptionalities. Data were collected over spring of fifth grade and fall/spring of sixth grade with 1,861 students in 36 rural schools as part of a cluster randomized trial of a context-based intervention (Supporting Early Adolescent Learning and Social Success [SEALS]) designed to support students' transition to early adolescence. More than 74% of students with disabilities were involved in peer victimization, and they were more likely to be nominated as victims and bully-victims than students without disabilities. Students with disabilities, but not academically gifted students, had more stable involvement in peer victimization over time. Being socially marginalized in the network differentiated peer victimization stability. Although there were no differences between intervention and control schools in students with exceptionalities' peer victimization involvement, students with exceptionalities in intervention schools were less likely to perceive classmates encouraging bullying. Implications of interventions to reduce the risk for peer victimization are discussed.