Studying School Bullying and Cyberbullying of Students with Intellectual Disabilities

Abstract

On a global scale, bullying is a diffuse phenomenon in the school community, which is constantly taking on greater dimensions, undermining the inalienable right to learning and development of every child. However, nowadays it is taking on even more alarming proportions in the form of cyberbullying among young students, for whom the extensive use of the Internet and technology devices is an integral part of their daily lives. The aim of this paper is to investigate the factors that predict the frequent victimization of students with intellectual disabilities in the school environment and in cyberspace, but also to present its detrimental consequences, which may, possibly, lead them to commit bullying. The results of the study showed that a holistic school policy, which develops a safe and resilient school climate and elaborates an inclusive and supportive learning environment, alongside perceived social support and the creation of protective social networks, prevents the manifestation of school bullying and cyberbullying of students with intellectual disabilities, while through consistent training, mediation and coping strategies it effectively suppresses such negative phenomena.