The Impact of Bullying on Pupils with SEND

Emma Sanderson, Managing Director of Options Autism, discusses the prevalence and impact of bullying on students with SEND.  

Although there is no legal definition of bullying, it is often referred to as, ‘targeted and repeated verbal or physical behaviour by an individual or group that is designed to hurt someone’. Bullying is present across society, seemingly regardless of age or occupation, and can begin with even the youngest children in schools. Recent research from the National Anti-Bullying Alliance, working in partnership with Goldsmiths, University of London, revealed that of nearly 65,000 pupils surveyed across England in 2023: 29% of pupils with special educational needs and disabilities (SEND), followed by 28% of pupils eligible for free school meals (FSM); and 23% of pupils without SEND and not eligible for FSM, reported being frequently bullied face-to-face¹. It’s clear from the numbers that the most vulnerable in our pupil population are most at risk of bullying.

Bullying is the assumption of a position of power, either physically or socially, directed at someone who is perceived as less powerful. Communication challenges, difficulty navigating social interactions, misunderstanding or misinterpreting others’ behaviour, or being misunderstood by those around them, can make pupils with SEND easy ‘targets’.

Not only can bullying have serious and long-term implications for the victim’s mental health – contributing to feelings of low self-esteem and self-worth, isolation and anxiety. Bullied pupils may become ‘bully-victims’ turning to bullying others more vulnerable than themselves, in an attempt to regain some sense of power for themselves.

This complicated situation often results in significant suffering for the bully-victim as they recognise the impact they are having on their victim, yet continue to inflict pain; bully-victims generally experience more problems than bullies or victims. They often live in a constant state of stress – anticipating attack, or preparing to respond with aggression towards another – sometimes with levels of cortisol similar to individuals experiencing post-traumatic stress disorder (PTSD). They appear defensive, hostile and unfriendly, and are further isolated from their peers. Research indicates a causal association between ‘bullying victimization’ and increased suicidal ideation and behaviours².

Some pupils with SEND have needs that require specialist approaches, especially if they struggle to articulate their experiences, are unsure how to react to cues in social settings, or do not interpret warning signs. Bullying reporting methods within schools may be inaccessible to these pupils, resulting in many instances of bullying going unreported.

It seems remarkable, but victims of bullying, especially those with SEND who may find self-regulation challenging, unable to cope in a school environment where they feel unsafe, can end up excluded from school. The latest statistics from the DfE show autistic pupils in England are nearly three times more likely to be suspended than their neurotypical peers, resulting in 82% of young people in state-funded alternative provision (AP) with identified SEND and social, emotional and mental health needs.