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Bullying experiences among disabled children and young people in England: Evidence from two longitudinal studies

Author

Listed:
  • Stella Chatzitheochari

    (Centre for Longitudinal Studies, Department of Quantitative Social Science, Institute of Education)

  • Samantha Parsons

    (Centre for Longitudinal Studies, Department of Quantitative Social Science, Institute of Education)

  • Lucinda Platt

    (Department of Social Policy, London School of Economics and Political Science)

Abstract

Bullying among school-aged children and adolescents is recognised as an important social problem, and the adverse consequences for victims are well-established. Despite growing interest in the profile of victims, there is limited evidence on the relationship with childhood disability. Existing quantitative studies tend to cover particular areas and ages, and lack extensive covariates that vary with disability. Additionally, disability definitions differ across studies. This paper enhances our understanding of the risk of bullying victimisation 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 different disability measures with the probability of being bullied at ages seven and 15, controlling for relevant risk factors. Our results reveal an independent association of disability with bullying, suggesting an overlooked mechanism contributing to negative long-term outcomes among disabled children.

Suggested Citation

  • Stella Chatzitheochari & Samantha Parsons & Lucinda Platt, 2014. "Bullying experiences among disabled children and young people in England: Evidence from two longitudinal studies," DoQSS Working Papers 14-11, Quantitative Social Science - UCL Social Research Institute, University College London.
    • Handle: RePEc:qss:dqsswp:1411
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    File URL: https://repec.ucl.ac.uk/REPEc/pdf/qsswp1411.pdf
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    Citations

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    Cited by:

    1. Rebecca Fauth & Samantha Parsons & Lucinda Platt, 2014. "Convergence or divergence? A longitudinal analysis of behaviour problems among disabled and non-disabled children aged 3 to 7 in England," DoQSS Working Papers 14-13, Quantitative Social Science - UCL Social Research Institute, University College London.
    2. Brimblecombe, Nicola & Evans-Lacko, Sara & Knapp, Martin & King, Derek & Takizawa, Ryu & Maughan, Barbara & Arseneault, Louise, 2018. "Long term economic impact associated with childhood bullying victimisation," Social Science & Medicine, Elsevier, vol. 208(C), pages 134-141.
    3. Fauth, Rebecca & Parsons, Samantha & Platt, Lucinda, 2014. "Convergence or divergence?: a longitudinal analysis of behaviour problems among disabled and non-disabled children aged 3 to 7 in England," LSE Research Online Documents on Economics 59659, London School of Economics and Political Science, LSE Library.
    4. Samantha Parsons & Lucinda Platt, 2014. "Disabled children's cognitive development in the early years," DoQSS Working Papers 14-15, Quantitative Social Science - UCL Social Research Institute, University College London.

    More about this item

    Keywords

    Bullying; children; disability; England; Special Educational Needs; Longitudinal Study of Young People in England ; Millennium Cohort Study; young people;
    All these keywords.

    JEL classification:

    • I12 - Health, Education, and Welfare - - Health - - - Health Behavior
    • J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
    • Z13 - Other Special Topics - - Cultural Economics - - - Economic Sociology; Economic Anthropology; Language; Social and Economic Stratification

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