Citation

Weiner MT, Day SJ, Galvan D. Am. Ann. Deaf 2013; 158(3): 334-343.

Affiliation

Department of Psychology, Gallaudet University, Washington, NW, DC 20002, USA. mary.weiner@gallaudet.edu

Copyright

(Copyright © 2013, Conference of Educational Administration Serving the Deaf and Convention of American Instructors of the Deaf, Publisher Gallaudet University Press)

DOI

unavailable

PMID

24133958

Abstract

Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data were derived from the Olweus Bullying Questionnaire (Olweus, 2007b), a standardized self-reported survey with multiple-choice questions focusing on different aspects of bullying problems. Significant bullying problems were found in deaf school programs. It appears that deaf and hard of hearing students experience bullying at rates 2-3 times higher than those reported by hearing students. Deaf and hard of hearing students reported that school personnel intervened less often when bullying occurred than was reported in the hearing sample. Results indicate the need for school climate improvement for all students, regardless of hearing status.

Language: en