Speaker
Description
Rates of victimisation have been reported to be as high as 69% for children with special educational needs and disabilities (SEND) yet there remains no standardised or suitable bullying definition for this population. The most frequently used definition of bullying (Olweus, 1993) is not inclusive of SEND pupil experiences, leading to difficulties for staff to identify and resolve situations.
Firstly, a literature search was carried out on the topic of bullying with SEND pupils. Secondly, 14 interviews and focus groups were conducted with special school teachers and parents of children with SEND. Data highlighted that the bullying definition needed adjustment to be inclusive, but also that a second definition was needed for behaviours experienced within SEND populations that are inaccurately categorised as bullying.
Four main themes were identified from the searches and transcripts: 1) intent, 2) awareness, 3) power imbalance and 4) direction of bullying. This research extended the original definition and created a new definition termed ‘counter-connecting’. Additional interviews were held post new definition creation for feedback, and after minor adjustments, all staff and parents were satisfied with the two definitions and felt they more accurately represented bullying and conflict in special schools.
Schools using these two new definitions (1. bullying and 2. counter-connecting) will better identify, manage and support behaviours in the appropriate manor. Pupils involved in bullying or counter-connecting situations will have confidence to understand their own, and others’ behaviours and thus seek the correct support from staff. This empowerment can support positive mental health.
Keywords
Special educational needs and disabilities; definition; lived experience; counter-connecting; bullying
| Please also indicate what kind of contribution it is: | Mixed |
|---|---|
| Please indicate what type of scientific contribution it is | Qualitative method study |
