School Bullying Towards Integration Students in Basic Stage by their Regular Peers in Some Public Schools in the Capital Secretariat

Abstract

The study aimed to identify the level of bullying behavior toward inclusive education students by their regular peers in the elementary stage in public schools in the Capital Municipality, to determine the most common forms of school bullying, and to examine differences in bullying behaviors according to grade level (sixth, seventh, eighth, and ninth grades). The study used a researcher-developed bullying behavior scale, and the sample consisted of 362 students selected through a stratified purposive sampling method from public schools in the Capital Municipality. The results indicated that the overall level of bullying toward inclusive education students was low, with a mean score of 1.33 and a relative weight of 44.33%, reflecting a low degree of bullying. Social bullying ranked first (M = 1.34, 44.67%), followed by psychological and verbal bullying (M = 1.33, 44.33%), while physical bullying ranked last (M = 1.30, 43.33%). The findings also showed statistically significant differences in bullying behaviors according to grade level in the psychological, social, and physical dimensions, as well as in the overall scale, whereas no statistically significant differences were found in the verbal bullying dimension.