Bullying Involvement and the School Adjustment of Rural Students With and Without Disabilities

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Bullying and Students With Disabilities: Examination of Disability Status and Educational Placement (2015, background): “…that students with disabilities experience higher levels of victimization (Blake, Lund, Zhou, Kwok, & Benz, 2012; Son, Parish, & Peterson, 2012), engage in higher levels of perpetration (Rose, Espelage, & Monda-Amaya, 2009), and represent a higher proportion of bully–victims (Farmer et al., 2012).”
Bullying in schools: the state of knowledge and effective interventions (2017, background): “Farmer et al. (2012) found that female students who received special education services were 3.9 times more likely to be victims and 4.8 times more likely to be bully-victims than their peers without disabilities. Similar results were also found in USA by Blake, Lund, Zhou, and Benz (2012). To addre”
Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management (2019, background): “In addition, compared to teachers in control settings, BASE teachers indicate a greater sense of efficacy for supporting students (Farmer et al., 2010) and demonstrate greater attunement to classroom peer groups and students’ social roles and relationships (Hamm et al., 2011).”