Bullying of Children with Special Educational Needs

Abstract

Bullying represents a persistent and complex challenge within contemporary school environments in Moldova, as well as globally. As a multifaceted social phenomenon, bullying requires an interdisciplinary analytical framework that integrates perspectives from psychology, sociology, and educational sciences. Such an approach is essential for understanding its underlying mechanisms and for developing effective prevention and intervention strategies. Of particular concern is the situation of adolescents with special educational needs (SEN), who often face an increased risk of victimization due to cognitive, behavioral, or social differences that distinguish them from their peers.

The present study examines the prevalence and forms of bullying and victimization among adolescents with SEN. The analysis of empirical data indicates that active indirect bullying does not constitute the predominant form of destructive interaction within the studied group. Nevertheless, the identification of moderate and, in some cases, pronounced tendencies toward indirect bullying among certain adolescents highlights the necessity of targeted preventive measures aimed at promoting a positive psychological climate and inclusive peer interactions.

The results further demonstrate that equal proportions of participants (50% each) exhibit weak and moderate levels of direct victimization, suggesting that overt aggressive behaviors occur intermittently rather than systematically. Most adolescents reported rare experiences of social exclusion or indirect aggression. However, periodic exposure to indirect forms of aggression—such as gossip, deliberate ignoring, and social boycotts—was observed. Alarmingly, 10% of participants reported a high level of indirect victimization, indicating regular and sustained exposure to covert aggressive behaviors. This finding is particularly troubling, as prolonged social isolation and indirect bullying can have severe consequences for emotional well-being, self-esteem, and psychological development.

Thus, the conducted study reveals the multifaceted and serious problem of bullying among adolescents with SEN. The obtained results underscore the need for a comprehensive and systematic approach to addressing this issue, including work with educational institutions, families, community organizations, and the children themselves.