Coping with bullying in Australian schools: how children with disabilities experience support from friends, parents and teachers

Abstract

Little research has been published investigating the experiences of physical and emotional support for children with disabilities in the Australian school context. The aim of this phenomenological study was to explore how children with disabilities experienced support when they were bullied at school. Qualitative interviews with 10 children, aged 8–10 years, were analysed. The children had a range of disabilities, including physical, visual and hearing impairments. The four themes that emerged were: (1) bullying experiences; (2) coping with bullying; (3) importance of friends; (4) adult responses to bullying. The implications of the contributions to this study for bullying research specific to the lives of children with disabilities are discussed, such as providing educational and health professionals with a knowledge of the support that children with disabilities draw on when they experience bullying.

Keywords:

• bullying
• phenomenology
• disability
• Australia
• children
• primary school

Acknowledgements

The authors would like to thank the children who shared their experiences and participated in this research. The first author would also like to thank Dr Imelda Burgman for her guidance and supervision throughout this project.