Environment and Social Psychology

Student-led strategies to counter bullying in inclusive schools for learners with special needs

Amjad Islam Amjad

School Education Department, Government of Punjab, Lahore, 54000, Pakistan

Huda Alshamsi

Higher Colleges of Technology, Ras Alkimah, United Arab Emirates.

Shamim Akhter

INTI International University Nilai, 71800, Malaysia.

Kulaithem Al-khatri

Higher Colleges of Technology, Ras Alkimah, United Arab Emirates.

Shaima Alyammahi

Higher Colleges of Technology, Ras Alkimah, United Arab Emirates.

Sarfraz Aslam

Faculty of Education and Humanities, UNITAR International University, Petaling Jaya, 47301, Malaysia.

Bisma Sajjad Sheikh

Independent Researcher, Institute of Education and Research, University of the Punjab, Lahore, 54000, Pakistan.

Nabil Saleh Sufyan

Psychology Department, College of Education, King Khalid University, 61421, Saudi Arabia.

Abdulnaser Fakhrou

Department of Psychological Sciences, College of Education, Qatar University,Doha, 2713, Qatar

DOI: https://doi.org/10.59429/esp.v10i12.4245

Keywords: bullying interventions; special needs students; inclusive education; quality education; peer support

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Abstract

The literature supports that bullying is one of the significant psychological factors that hinder the successful implementation of inclusive education. The current study explores bullying interventions employed by special needs students in inclusive education settings in Pakistan. The study applied ecological systems, social learning, and social cognitive theories, highlighting the interplay of individual agency and socio-cultural context. The design of the present study was phenomenological. Twelve bullied students aged 12-16 participated in semi-structured interviews to identify strategies used to cope with and counter bullying. Thematic analysis revealed three main intervention approaches: peer support, self-advocacy, and avoidance. Findings illustrate the critical role of friendships, assertive communication, and withdrawal tactics. Family and teacher support, school environment, and prevailing social stigma significantly influenced students’ intervention efforts. The results highlight the need for culturally informed, holistic anti-bullying interventions empowering special needs students and strengthening peer networks. This research fills gaps in the Pakistani context and guides inclusive education policies and practices.

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