“I don’t think I get bullied because I am different or because I have autism”: Bullying Experiences Among Middle Years Children with Disabilities and Other Differences

Abstract

This study explores conceptualizations and experiences of bullying and victimization from the perspectives of 6 Canadian children (ages 10-13) with intersecting differences of race, ethnicity, language, and disability. Utilizing narrative and critical discourse analysis designs, alongside multi-method data collection approaches with creative participatory techniques, participants shared bullying experiences and the ir re influence on school belonging. Participants highlighted (a) characteristics of bullies; (b) physical, verbal, social/relational aggressive experiences; (c) various strategies for managing bullying occurrences; and (d) notions of difference and victimization. This paper speaks to the importance of listening to the voices of children from traditionally oppressed groups, particularly those with autism and other disabilities, as their insights expand traditional understandings of categories of normalcy and difference within school spaces.