Managing Bullying and Special Needs in the Classroom

This post is part of “Bully No More,” an editorial series hosted by the Fort Worth Moms Blog.

In 1990, the Americans with Disabilities Act [ADA] was passed into law. The ADA is “a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public” (ADA National Network, 2016).

There are many children attending schools, daycares, places of worship, and community outreach centers who have been formally diagnosed with special needs that qualifies under ADA. These special needs may include Autism Spectrum Disorder (ASD), hearing impairment, food allergies, intellectual differences, speech differences, dyslexia, neurodevelopmental trauma, ADHD, diabetes, and much more. In addition, there are many more children who may not have access to services that will provide robust assessment and formal testing for special needs. This is due to a lack of medical insurance, availability of qualified professionals to evaluate, social stigma, and parental fear or hesitation related to being “labeled” or “different.” In most instances, special needs are not siloed to one issue, but may be a combination of several things. For instance, a child with food allergies and ASD may not properly “read” the cues of aggressors attempting to give him or her a known food allergen. Or a child who has been impacted by early abuse or neglect and diagnosed with neurodevelopmental trauma and ADHD may easily react to social cues inappropriately and mistake bullying for friendship.

I am a firm believer that individuals, particularly children, are more than a diagnosis. However, if a child continues to struggle in several domains educationally, socially, and emotionally, it may be time to seek additional evaluation. Thoughtful and accurate diagnosis can potentially open the doors for many children to feel accepted, understood, and better supported by adults and peers. They no longer feel “odd” or “different” but now understand that their brains and bodies may learn new coping strategies to respond differently to a situation. It can also protect children legally as well as lend a more solid roadmap for others to better understand and help a child.

Children need the added support of parents, educators, and safe adults within their community. They are at a higher risk for more aggressive physical bullying, exclusion, and cyberbullying. There is a myth that some children with special needs, particularly intellectual and/or social delays, may not understand or pick up on these bullying events, but that is far from the truth. They may not have the words to express what is happening, but they internalize and feel events deeply. It may come out as major mood swings, such as depression, anxiety, tantrums, indecision, talk of suicide, and isolation. Some children may come home with unexplained marks and bruises, lost items that cannot be accounted for, strange items taken from home (to show off with friends in the hopes they will accept them or to protect them), or changes of clothes and appearance. If parents or caregivers notice sudden changes in mental or physical well-being, it is important to seek professional assistance as soon as possible.

There are several ways teachers and caregivers can create a “safe space” for those with special needs, as well as ensure integration and cohesion within the classroom environment.

• Create a tone of safety within the classroom. Explain what bullying means. Dialogue how students are impacted by bullying and intentionally include various special needs to begin to dispel myths and stigmas. Some children will need additional help to understand what bullying is and how it may look (concrete) versus what it is (abstract).
• If possible, create a safe space for children to go to when they feel overwhelmed, frightened, or just need a break.
• Take all discussions regarding bullying seriously. Explain that you are listening. When you say you will follow up, follow through.
• Do not place the victim and bully together to “work it out.” This must be done impartially and separately by the adult. It is critical to note that children with special needs may be “set up” by the bully and are the ones “caught” by the adults, although there were covert bullying behaviors directed at them prior.
• Contact parents/guardians regarding the first signs of bullying. Do not minimize or consider the behaviors a reflection on your ability to maintain the class.
• Allowing for open and honest communication with parents/guardians is essential.

[References: ADA National Network (2016). What is the Americans with Disabilities Act [ADA]? ADA          National Network. Retrieved from https://adata.org/learn-about-ada]

Melanie Chung-Sherman, LCSW-S, CTS, LCPAA, PLLC has worked in the field of child welfare since 1999. She is a Texas Board-certified clinical supervisor and licensed clinical social worker as well as a licensed child placing administrator through the State of Texas. She is the clinical director of post adoption services at CounselingWorks in Dallas, Texas which is dedicated to serving the therapeutic needs of the adoption constellation throughout the lifespan. She is a certified trauma specialist through The National Institute for Trauma and Loss in Children®. She trained at the Adult Attachment Interview Institute under Drs. Mary Main, Ph.D, and Erik Hesse, Ph.D. at the University of California at Berkeley and is currently seeking her AAI certification. She is a Foundational Theraplay® Practioner working toward her full certification through the Theraplay® Institute in Evanston, Illionis. She is an EMDR therapist through the EMDRIA Institute. Her greatest joys are her children and spending quality time with her husband, kids, and close friends (preferably on a beach somewhere).