Learning from Children: Experiences of Bullying in Regular Classrooms

Yuchen Wang, Lani Florian

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Preventing and tackling bullying effectively is an important agenda for schools to safeguard all children’s wellbeing, engagement and sense of belongingness. Children perceived to be different from their peers tend to have a higher risk of being bullied at school, in particular, children with disabilities. It can be challenging for teachers to stop bullying that targets children with disabilities. This chapter considers bullying as a barrier to ensuring inclusive and quality education for everyone. It draws on findings from an ethnographic study concerning the status of inclusion of children identified as having learning difficulties in mainstream schools in China, by listening to what children and teachers have to say (Wang, 2016). The study found that the child participants were subject to forms of bullying. They found it useful to gain support from others when bullying happened, and they showed empathy towards peers’ wellbeing. The teacher participants reflected on the dilemmas and challenges of dealing with bullying, and were keen to share experiences about what they found helpful in addressing the issue. The chapter discusses how insights about bullying learned from children and teachers can be used to inform the enactment of inclusive pedagogy. It is concluded that an inclusive pedagogical response that recognises every child’s voice is necessary for tackling bullying and co-creating an inclusive environment.
Original languageEnglish
Title of host publicationPromoting Social Inclusion
Subtitle of host publicationCo-Creating Environments That Foster Equity and Belonging
EditorsChris Forlin
PublisherEmerald Group Publishing Limited
Pages79-92
Number of pages14
ISBN (Electronic)9781787695238
ISBN (Print)9781787695238
DOIs
Publication statusPublished - 4 Jun 2019

Publication series

NameInternational Perspectives on Inclusive Education
PublisherEmerald Group Publishing Limited
ISSN (Print)1479-3636

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