Our most recent study, published in the journal Research in Developmental Disabilities, investigates how bullying victim categorization depends on the informant. Children with Developmental Language Disorder (DLD) or Reading Disorders (RD) tend to score higher than their peers in victimization, according to peer reports. However, children with DLD underestimate the victimization they experience. The study emphasizes the importance of considering various perspectives when assessing bullying and its impact on children with specific educational needs, highlighting the need for tailored interventions to address bullying among vulnerable groups.
For more details, the full article can be consulted here.