Doubly Disadvantaged? Bullying Experiences among Disabled Children and Young People in England.
Doubly Disadvantaged? Bullying Experiences among Disabled Children and Young People in England.
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DOI：
10.1177/0038038515574813
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发表时间：
2016-08
期刊：
影响因子：
2.9
通讯作者：
Platt L
中科院分区：
文献类型：
--
作者：
Chatzitheochari S;Parsons S;Platt L
学龄儿童和青少年中的欺凌行为被认为是一个重要的社会问题，对受害者的不利后果是众所周知的。然而，尽管越来越多的人对受害者的社会人口特征感兴趣，但关于欺凌受害者与儿童残疾之间关系的证据有限。本文利用英国千禧年队列研究和英国青少年纵向研究中具有全国代表性的纵向数据，加深了我们对残疾儿童早期和晚期欺凌经历的理解。我们模拟了以两种不同方式测量的残疾与7岁和15岁时被欺负的可能性之间的关联，控制了一系列已知的风险因素，这些因素随着儿童残疾的不同而变化。结果显示，残疾与欺凌受害者之间存在独立的联系，这表明了一条与残疾相关的累积劣势的潜在途径，并引起了人们对学校作为社会不平等再现场所的关注。
Bullying among school-aged children and adolescents is recognised as an important social problem, and the adverse consequences for victims are well established. However, despite growing interest in the socio-demographic profile of victims, there is limited evidence on the relationship between bullying victimisation and childhood disability. This article enhances our understanding of bullying experiences among disabled children in both early and later childhood, drawing on nationally representative longitudinal data from the Millennium Cohort Study and the Longitudinal Study of Young People in England. We model the association of disability measured in two different ways with the probability of being bullied at ages seven and 15, controlling for a wide range of known risk factors that vary with childhood disability. Results reveal an independent association of disability with bullying victimisation, suggesting a potential pathway to cumulative disability-related disadvantage, and drawing attention to the school as a site of reproduction of social inequalities.