The frequency of peer bullying and related factors in children with specific learning disorder

Background and Aim: It has been reported that children with specific learning disorder (SLD) are at a higher risk of involving in peer bullying compared to their typically developing peers. However, there is a lack of studies investigating the roles of participation of these subpopulation into peer bullying and its relationships with their clinical characteristics. In this study, we aimed to investigate the prevalence of peer bullying and its relationships with various factors in children with SLD. Methods: As the first step, a total of 114 children aged 7 between 12 included in the study in order to investigate frequency of peer bullying. Diagnosis of SLD were given by interviews based on DSM-5 criteria and further confirmed by a psychometric instrument, Specific Learning Disorder- Clinical Observation (SLD-CO) Battery. Participants divided into groups according to their roles in bullying behavior based on Olweus Bully/Victim Questionnaire. In the second step of the study, 93 of 114 participants were evaluated further in order to investigate peer bullying and its relationship with several factors. Psychiatric disorders were screened by using a semi-structured diagnostic interview, Schedule for affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version K-SADS-PL. Sociodemograpic information form, Social Support Appraisals Scale To Be Used With Children And Adolescents, Strengths and Difficulties Questionnaire-parent (SDQ-P) and Conners's Parent Rating Scale-Revised Short form (CPRS-RS) were used for obtaining other data. Results: Half of the participants included in the study were considered either as victim, bully or bully-victim. Lower perceived social support from friends (p<0,001) and higher perceived social sopport from teachers (p=0,002) were found to be predicting victimization. Moreover, having only one friend or lacking any friend was also significantly predicting victimization (p=0,020). While perceived social support from parents was not predicting victimization (p=0,532), disruptions in family unity was found to be a predictor of victimization status (p=0,026). Finally, increased number of life time psychiatric comorbidity was also significanly predicting victimization (p=0,038). Conclusions: Peer bullying may be common among children with SLD. Evaluation of peer relationships and providing appropriate social support may be helpful for preventing these subjects from bullying, as well as alleviating its potential negative effects.