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The relationship between bullying, learning disorders and psychiatric comorbidity
BACKGROUND: Both learning disorders and bullying are major sources of public concern. Children with learning disorders often suffer from social rejection, potentially rendering them more susceptible to bullying involvement. Bullying involvement leads to a higher risk towards developing various probl...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9942640/ https://www.ncbi.nlm.nih.gov/pubmed/36810014 http://dx.doi.org/10.1186/s12888-023-04603-4 |
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author | Weinreich, Lior Haberstroh, Stefan Schulte-Körne, Gerd Moll, Kristina |
author_facet | Weinreich, Lior Haberstroh, Stefan Schulte-Körne, Gerd Moll, Kristina |
author_sort | Weinreich, Lior |
collection | PubMed |
description | BACKGROUND: Both learning disorders and bullying are major sources of public concern. Children with learning disorders often suffer from social rejection, potentially rendering them more susceptible to bullying involvement. Bullying involvement leads to a higher risk towards developing various problems including self-harm and suicidality. Past research on whether learning disorders are childhood bullying risk factors yielded inconsistent results. METHODS: The current study used path analyses on a representative sample of 2,925 German 3rd and 4th grades to examine whether learning disorders are a direct bullying risk factor, or whether their impact depends on psychiatric comorbidity. More so, the current study sought to examine whether associations differ between children with and without learning disorders, compare different bullying roles (i.e., only victim, only bully, or bully-victim), compare gender, and control for IQ and socioeconomic status. RESULTS: Results indicated that learning disorders are not a direct but rather an indirect childhood risk factor for bully-victim involvement, depending on psychiatric comorbidity with internalizing or externalizing disorders. Regarding the comparison between the samples of children with and without learning disorders, an overall difference and a difference in the path between spelling and externalizing disorders emerged. No difference for different bullying roles (i.e., only victim, only bully) emerged. Negligible differences emerged when IQ and socioeconomic status were controlled. An overall gender difference emerged, compatible with past research, indicating higher bullying involvement among boys compared to girls. CONCLUSION: Children with learning disorders are at a higher risk of having psychiatric comorbidity, which in turn renders them at a higher risk of bullying involvement. Implications for bullying interventions and school professionals are deduced. |
format | Online Article Text |
id | pubmed-9942640 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-99426402023-02-22 The relationship between bullying, learning disorders and psychiatric comorbidity Weinreich, Lior Haberstroh, Stefan Schulte-Körne, Gerd Moll, Kristina BMC Psychiatry Research BACKGROUND: Both learning disorders and bullying are major sources of public concern. Children with learning disorders often suffer from social rejection, potentially rendering them more susceptible to bullying involvement. Bullying involvement leads to a higher risk towards developing various problems including self-harm and suicidality. Past research on whether learning disorders are childhood bullying risk factors yielded inconsistent results. METHODS: The current study used path analyses on a representative sample of 2,925 German 3rd and 4th grades to examine whether learning disorders are a direct bullying risk factor, or whether their impact depends on psychiatric comorbidity. More so, the current study sought to examine whether associations differ between children with and without learning disorders, compare different bullying roles (i.e., only victim, only bully, or bully-victim), compare gender, and control for IQ and socioeconomic status. RESULTS: Results indicated that learning disorders are not a direct but rather an indirect childhood risk factor for bully-victim involvement, depending on psychiatric comorbidity with internalizing or externalizing disorders. Regarding the comparison between the samples of children with and without learning disorders, an overall difference and a difference in the path between spelling and externalizing disorders emerged. No difference for different bullying roles (i.e., only victim, only bully) emerged. Negligible differences emerged when IQ and socioeconomic status were controlled. An overall gender difference emerged, compatible with past research, indicating higher bullying involvement among boys compared to girls. CONCLUSION: Children with learning disorders are at a higher risk of having psychiatric comorbidity, which in turn renders them at a higher risk of bullying involvement. Implications for bullying interventions and school professionals are deduced. BioMed Central 2023-02-21 /pmc/articles/PMC9942640/ /pubmed/36810014 http://dx.doi.org/10.1186/s12888-023-04603-4 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Weinreich, Lior Haberstroh, Stefan Schulte-Körne, Gerd Moll, Kristina The relationship between bullying, learning disorders and psychiatric comorbidity |
title | The relationship between bullying, learning disorders and psychiatric comorbidity |
title_full | The relationship between bullying, learning disorders and psychiatric comorbidity |
title_fullStr | The relationship between bullying, learning disorders and psychiatric comorbidity |
title_full_unstemmed | The relationship between bullying, learning disorders and psychiatric comorbidity |
title_short | The relationship between bullying, learning disorders and psychiatric comorbidity |
title_sort | relationship between bullying, learning disorders and psychiatric comorbidity |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9942640/ https://www.ncbi.nlm.nih.gov/pubmed/36810014 http://dx.doi.org/10.1186/s12888-023-04603-4 |
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