Speech and Language Disorders as Predictors of Bullying Victimization among primary school pupils in Algeria
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Abstract
This study explores the role of speech and language disorders as predictors of bullying victimization among primary school pupils in M’Sila Province, Algeria, and examines whether parental and teacher support moderates this relationship. A descriptive, cross-sectional research design was employed, involving 60 pupils aged 8 to 11 years, divided into two groups: 35 pupils with diagnosed speech and language disorders and 25 pupils without such disorders. Data were collected using three standardized instruments: the Revised Olweus Bully/Victim Questionnaire (OBVQ-R), the Clinical Evaluation of Language Fundamentals – Fifth Edition (CELF-5), and the Parent-Teacher Relationship Quality Scale (PTRQS). The results revealed that pupils with speech and language disorders experienced significantly higher levels of bullying victimization compared to their peers. A significant positive correlation was found between the severity of speech and language disorders and the severity of bullying victimization. Regression analysis indicated that speech and language disorders significantly predicted bullying victimization, accounting for 17% of the variance. Furthermore, moderation analysis showed that parental and teacher support reduced the negative impact of speech and language disorders on victimization levels. These findings highlight the importance of early identification and intervention, along with strong school-family partnerships, in creating safer and more inclusive educational environments for children with communication difficulties.
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References
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