Bullying Experiences of Children with Special Needs in Elementary Schools: A Literature Review

Indah Puspita Sari; Laila Fatmawati

doi:10.56741/IISTR.ijlree.002494

Authors

Indah Puspita Sari Universitas Ahmad Dahlan
Laila Fatmawati
laila.fatmawati@uad.ac.id
Universitas Ahmad Dahlan https://orcid.org/0000-0003-0272-6369

DOI:

https://doi.org/10.56741/IISTR.ijlree.002494

Keywords:

Bullying, Children with Special Needs, Inclusive Education, Primary School, Systematic Literature Review

Abstract

Bullying of children with special needs persists as an issue in the execution of inclusive education in elementary schools. Children with special needs, who encounter obstacles in communication, social interaction, and adaptive skills, are more susceptible to bullying, which can adversely impact their psychological, social, and academic development. This study seeks to examine the manifestations of bullying, its underlying causes, effects, and prevention strategies for children with special needs in elementary school environments using a Systematic Literature Review (SLR) methodology. This study adheres to the PRISMA 2020 guidelines for the identification, selection, and analysis of articles. Data were sourced from the Google Scholar, Garuda, Scopus, and SINTA databases, encompassing publications from 2020 to 2026. Seven articles were identified and analyzed through thematic analysis based on the established inclusion and exclusion criteria. The findings demonstrate that bullying of children with special needs manifests as verbal, physical, social, and cyberbullying. The primary contributing factors encompass social stigma, communication obstacles, insufficient comprehension of diversity, inequitable peer relationships, a lenient school culture, and inadequate supervision. The effects of bullying were identified in the psychological, social, academic, emotional, and behavioral domains of students. Bullying prevention for students with special needs should be executed by enhancing an inclusive school culture, providing anti-bullying education, fostering collaboration between schools and families, and ensuring continuous psychosocial support.

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Author Biographies

Indah Puspita Sari, Universitas Ahmad Dahlan

was born in Bangka Tengah on October 10, 2004. She is an undergraduate student enrolled in the Primary School Teacher Education Program at the Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Indonesia, where she has been pursuing her bachelor's degree since 2022. Her study focuses on inclusive education and the prevention of bullying among kids with special educational needs. (email: 2200005179@webmail.uad.ac.id).

Laila Fatmawati, Universitas Ahmad Dahlan

is an educator in the Elementary School Teacher Education and Teacher Professional Education programs at the Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Yogyakarta, Indonesia. She is presently undertaking her doctoral studies in the Department of Basic Education at Universitas Negeri Yogyakarta, specializing in Social Science Education for Elementary Schools. (email: laila.fatmawati@pgsd.uad.ac.id).

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