Perceiving Oneself to Be Integrated into the Peer Group: A Protective Factor against Victimization in Children with Learning Disabilities

Abstract

Bullying is still a widespread social problem that needs serious attention. To date, research on this topic has shown that understanding the phenomenon requires a psychosocial perspective. The primary goal of the study is to identify the factors that contribute to the victimization of students with learning disabilities. The hypothesis is that the victimization experiences of this group of students can be explained by some socio-relational dynamics. Using a mediation model, this study demonstrates that perceived social integration completely mediates the association between the presence of learning disabilities and victimization experiences. This implies that students with learning disabilities are primarily victimized when they are not socially integrated into their class group. The implications for diagnosis and treatment are discussed.