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ERIC Number: EJ1109531
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0144-3410
The Relationship between School Belonging, Sibling Aggression and Bullying Involvement: Implications for Students with and without Disabilities
Rose, Chad A.; Simpson, Cynthia G.; Ellis, Stephanie K.
Educational Psychology, v36 n8 p1462-1486 2016
Bullying is grounded in the interactions between an individual and complex social-ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Middle Schools; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A