Preventing Bullying Involvement Among Students With Disabilities: Educators' Perspectives on Professional Development Approaches

• In Event: Antecedents and Outcomes of Teacher Development and Engagement

Abstract

This work seeks to address a gap in current evidence-informed teacher-focused professional development for bully prevention with a particular focus on preventing bullying involving students with disabilities. Researchers conducted semi-structured focus groups on-site with 17 elementary educators--K-5 teachers and counselors--to identify their perceptions of bullying and peer aggression among students, their knowledge of anti-bullying practices, and the competencies that they would like to strengthen. Participants’ definitions of bullying, observation of bullying behaviors, identification of warning signs, knowledge of existing interventions, and perceptions of effective professional development provide insight for shaping future professional development focused on preventing bullying involving students with disabilities.

Authors

• Rachel A. Hanebutt, Vanderbilt University

• Anjali J. Forber-Pratt

• Dorothy L. Espelage, University of North Carolina at Chapel Hill

• Chad Allen Rose, University of Missouri - Columbia

• Philip E. Poekert, University of Florida

• Katherine Ingram, University of North Carolina - Chapel Hill

• Luz Robinson, University of North Carolina - Chapel Hill

• America El Sheikh, University of Florida

• Christine Salama, University of Florida Lastinge

• Ashley Woolweaver, University of North Carolina - Chapel Hill