The relationship between learning disabilities, gender and peer victimization

Research indicates that approximately 15 to 20 percent of U.S. children are bullied or teased on a repeated basis (National Center for Education Statistics [NCES], 2004). Bullying behavior becomes particularly problematic during early adolescence within the middle school environment (NCES, 2004; 1995). This may create a school atmosphere of intimidation and interfere with learning.;The majority of previous research has focused solely upon direct forms of aggression, more common to males. Some recent studies have included the assessment of indirect behaviors, or relational aggression, more typical of females. Many students who are classified with learning disabilities maintain certain vulnerabilities, similar to those typical of victimized students (Greenham, 1999; Kavale & Forness, 1996). Unfortunately, few studies have been conducted investigating direct and relational victimization involving students with learning disabilities.;The purpose of this study was to determine whether direct and indirect victimization is more prevalent among learning disabled (LD) students and whether gender plays a significant role in the prediction of those students at the greatest risk for victimization. The participants comprised 641 middle school students ranging in age from 11 to 14. Students were administered the Revised Olweus Bully/Victim Questionnaire (RBVQ) and the Achenbach Youth Self-Report Form (YSR).;The independent variables consisted of educational classification and gender. The dependent variable consisted of victimization scores on the RBVQ. Given that students classified with LD often experience other comorbid difficulties, results of the YSR were used to eliminate students with significant behavioral symptoms.;Pearson Chi-Square analyses revealed that there were no statistically significant differences between LD and NLD students, X 2(1, N = 641) = .007, p = .934, or between males and females, with regards to victimization, X 2(1, N = 641) = 3.144, p = .076. A significant interaction effect was found for educational classification and gender, X2(1, N = 591) = 4.310, p = .038. Among NLD students, males were more likely to be victimized than females. When participants with significant behavioral symptoms were removed, significant interaction effects were eliminated, X2(1, N = 484) =.913, p = .339.