Learning from children: experiences of bullying in regular classrooms

Yuchen Wang, Lani Florian

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

Abstract

Preventing and tackling bullying effectively are important agenda for schools to safeguard all children’s well-being, 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’ well-being. 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 recognizes every child’s voice is necessary for tackling bullying and co-creating an inclusive environment.

LanguageEnglish
Title of host publicationPromoting Social Inclusion
Subtitle of host publicationCo-Creating Environments that Foster Equity and Belonging
EditorsKate Scorgie, Chris Forlin
Place of PublicationBingley
Pages79-92
Number of pages14
DOIs
Publication statusPublished - 4 Jun 2019

Publication series

NameInternational Perspectives on Inclusive Education
Volume13
ISSN (Print)1479-3636

Fingerprint

exclusion
classroom
learning
experience
teacher
disability
school
child well-being
learning disorder
empathy
well-being
inclusion
China
education

Keywords

  • bullying
  • disability
  • inclusion
  • inclusive pedagogy
  • pupil voice
  • school

Cite this

Wang, Y., & Florian, L. (2019). Learning from children: experiences of bullying in regular classrooms. In K. Scorgie, & C. Forlin (Eds.), Promoting Social Inclusion: Co-Creating Environments that Foster Equity and Belonging (pp. 79-92). (International Perspectives on Inclusive Education; Vol. 13). Bingley. https://doi.org/10.1108/S1479-363620190000013007
Wang, Yuchen ; Florian, Lani. / Learning from children : experiences of bullying in regular classrooms. Promoting Social Inclusion: Co-Creating Environments that Foster Equity and Belonging. editor / Kate Scorgie ; Chris Forlin. Bingley, 2019. pp. 79-92 (International Perspectives on Inclusive Education).
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Wang, Y & Florian, L 2019, Learning from children: experiences of bullying in regular classrooms. in K Scorgie & C Forlin (eds), Promoting Social Inclusion: Co-Creating Environments that Foster Equity and Belonging. International Perspectives on Inclusive Education, vol. 13, Bingley, pp. 79-92. https://doi.org/10.1108/S1479-363620190000013007

Learning from children : experiences of bullying in regular classrooms. / Wang, Yuchen; Florian, Lani.

Promoting Social Inclusion: Co-Creating Environments that Foster Equity and Belonging. ed. / Kate Scorgie; Chris Forlin. Bingley, 2019. p. 79-92 (International Perspectives on Inclusive Education; Vol. 13).

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

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Wang Y, Florian L. Learning from children: experiences of bullying in regular classrooms. In Scorgie K, Forlin C, editors, Promoting Social Inclusion: Co-Creating Environments that Foster Equity and Belonging. Bingley. 2019. p. 79-92. (International Perspectives on Inclusive Education). https://doi.org/10.1108/S1479-363620190000013007