Abstract
Students with disabilities have been recognized as disproportionately involved within the bullying dynamic. However, few studies have examined the interaction between disability status, gender, and grade level. The current study explored the gender discrepancies among students with and without disabilities in middle and high school on bullying, fighting, relational aggression perpetration, victimization, online victimization, and relational aggression victimizations. Results suggest that students with disabilities are more likely to be involved as victims and perpetrators. In addition, males are more likely to be perpetrators and victims, whereas females are more likely to experience online victimization and relational victimization. Furthermore, students in high school are more likely to report bullying, whereas students in middle school are more likely to report fighting. Interactions between school level, disability status, and gender were significant for victimization and perpetration.
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