Bullying and Mental Health in Children with Disabilities: Addressing a Vicious Cycle

Social relations are vital for development and well-being, and with disability extending beyond medical diagnoses, encompassing functional and participatory aspects. Aspects highlighted by WHO’s International Classification of Functioning, Disability and Health (ICF). Bullying in school settings calls for action. Bullying involves repeated negative actions, power imbalance, and aggression and poses significant harm both for victims and perpetrators. Bullying victimization increases the risk of mental health issues like anxiety, depression, and self-harm. The prevalence of bullying peaks in early adolescence reduces with age, yet children with disabilities are disproportionately affected. One reason for this could be delayed social skill development, lower social status, and lower social support from peers and adults. This dynamic exacerbates their negative school experiences, increasing the likelihood of both victimization and perpetration, creating barriers to optimal development. The chapter emphasizes that children with disabilities face an accumulation of adversities, heightening their vulnerability to bullying and its detrimental mental health impacts. There exist bullying programs with at least some effect; however, evidence of effective antibullying interventions, particularly those tailored to the unique needs of children with disabilities, is missing. Antibullying programs must be adapted to meet their specific requirements, focusing on social skills and support systems.