Poster #81 - School Victimization Of Elementary School Students With Disabilities: Trends And Risk And Protective Factors

• In Event: Poster Session 20

Abstract

School victimization is a growing social problem around the world, with adverse effects on psychological, physical health, academic, and social outcomes. Students with disabilities experience school victimization at more than twice the rate of students without disabilities. This study analyzed Early Childhood Longitudinal Studies (ECLS-K:2011) data to explore the prevalence and characteristics of school victimization of students with and without disabilities and examine the risk and protective factors of school victimization. DisCrit theoretical framework was used to examine inequality that interacts with race and ethnicity to shape students’ school victimization experiences. Results show that having a disability and African American were strongly associated with child’s four types of victimization at schools. Discussions, implications, and limitations are discussed.

This study is critical in documenting racial/ethnic inequality in school victimization, with attention to future school violence. Conceptually, this study provided new insight into how race/ethnicity contributes to inequality in school victimization because the intersection between race/ethnicity and disability in school violence is an understudied source in this field. Methodologically, using a nationally representative sample in the United States, this study extended recent research about the role of childhood aggression and exposure to violence on early adolescents’ bullying perpetration and gun violence attitude (Nickeson et al., 2019). Practically, this research clarified which racial/ethnic, age, and disability groups are most in need-regarding school victimization-to help identify potentially critical intervention groups. This research responds to the call of the 2023 SRCD Annual Meeting by delving deeply into the characteristics of existing publications on school victimization of students with disabilities to magnify considerations in equitable education for people with disabilities. Results highlight the need for various anti-bullying intervention program development to support various racial and ethnic students with disabilities.

Author

• Yeji Kim, The University of Texas at Austin
  Presenting Author