Correlates of rejection by the peer group: a study comparing students with and without SEN

ABSTRACT

One argument for the inclusion of children with special education needs (SEN) is that they will benefit from the interactions and relationships with their typically developing peers. However, students with SEN tend to be more rejected than their non-SEN peers. Considering the negative consequences of peer rejection on socioemotional development and school adjustment, the current study aims to understand the behavioural correlates and specific characteristics of the students with SEN associated with peer rejection. Participants were 227 students (107 with SEN); 53.7% male; mean age 10.79 (SD = 2.16); attending the 3rd (33.9%), 5th (35.3%) and 7th grades (30.8%). Students filled in a Sociometric task and 47 regular school teachers and 31 special education teachers provided information regarding sociodemographic and educational data, behavioural characteristics and student-teacher relationship. SEN status was the most important predictor of rejection followed by social skills. In the case of students with SEN, less familiarity with peers and a less close student-teacher relationship were also associated with rejection. Thus, the findings emphasise the need of professional development programs to assist teachers in the promotion of positive relationships with their students and a positive peer culture within the class.

KEYWORDS:

• Peer interactions and relationships
• peer rejection
• SEN
• inclusion

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Fundação para a Ciência e Tecnologia (FCT – Portuguese national funding agency for Science and Technology): [Project SENSES - Grant Number PTDC/MHC-CED/4150/2014].

Notes on contributors

Patrícia Gamboa

Patricia Gamboa – was a research assistant at Institute of Education of the University of Lisbon, in the project Social Participation of SEN Students in Regular Schools (Project funded by the national funding agency (FCT): PTDC/MHC-CED/4150/2014). She holds a Master’s Degree in Clinical Psychology by the University of Lisbon (2009) and has been involved in several research projects in Education (e.g. teachers’ ethics formation) and Psychology (e.g. coping strategies; obesity and behavioural change).

Sofia Freire

Sofia Freire – is a Psychologist with PhD in Education, by the University of Lisbon (2006), in the area of inclusion. She is an Assistant Professor at the Institute of Education of the University of Lisbon, since 2016. Her research interests are centred on inclusive education and she is the coordinator of a funded project aimed at exploring the social participation of students with SEN in regular schools. Previously, her research within the group of Science Education at the Institute of Education of the University of Lisbon, has focused on the area of curricular change, teacher training, inquiry activities and students’ learning. Member of advisory boards of international journals, author and co-author of articles and books.

Aurízia Anica

Aurízia Anica – is the coordinator of the Masters in Social Gerontology (2009-2016) and in Primary and Secondary Teaching (Portuguese and History and Geography of Portugal), at the University of Algarve. She has a PhD in Antropologhy (2003) by the Universidade Nova de Lisboa (2004). She is also a researcher at the Institute for Literature and Tradition Studies – heritage, arts and culture (IELT - Instituto de Estudos de Literatura e Tradição - patrimónios, artes e culturas).

Maria João Mogarro

Maria João Mogarro – is an Associate Professor at the Institute of Education of the University of Lisbon since 2010. She has a PhD in Education by the University of Lisbon (2004) and in Pedagogy - specialisation in Teacher Education - by the University of Extremadura (Spain, 2001). She is currently the scientific coordinator of two Masters in Education (Supervision and Guidance of Professional Practice; and Formation of Teachers). Member of advisory boards of international journals, author and co-author of articles and books.

Maria Fátima Moreira

Maria de Fátima Moreira - is a school teacher (Arts area) with a Master's Degree in Special Educational Needs (2014) by the Instituto Superior de Educação e Ciências (Portugal). She has been working since then with students with special educational needs in regular schools and conducting research related to this area.

Francisco Vaz da Silva

Francisco Vaz da Silva – is an Associate Professor at Escola Superior de Educação de Lisboa (Politécnico de Lisboa). He has a PhD in Special Education (2009) by the University of Porto and he is currently the coordinator of several subjects related to the area of Special Educational Needs at Escola Superior de Educação de Lisboa (Politécnico de Lisboa).