Robinson Luz E, Clements Graceson, Drescher Anne, El Sheikh America, Milarsky Tracey Kenyon, Hanebutt Rachel, Graves Katherine, Delgado Alberto Valido, Espelage Dorothy L, Rose Chad A
University of North Carolina at Chapel Hill, 100 E Cameron Ave, Chapel Hill, 27514 USA.
University of Florida, 618 SW 12th Street, 0711 Norman Hall, Gainesville, FL 32611 USA.
School Ment Health. 2023 Jun 11:1-13. doi: 10.1007/s12310-023-09589-8.
Students with disabilities or at risk for disability identification (SWD) are disproportionately affected by the bullying dynamic; however, professional development and educator-focused training on preventing bullying for this population is lacking. To address this gap, this study presents an analysis of qualitative data collected from general and special education teachers ( = 33) participating in an online professional development training using Multi-Tiered System of Supports (MTSS) to prevent bullying among students with disabilities. Braun and Clarke's six-step process was used to identify key themes and exemplar quotes from qualitative reflections collected as knowledge check responses embedded within two training modules. Three themes were identified and examined based on MTSS tiers: (1) teacher perceptions of SWD and their inclusion in a MTSS-based bullying prevention plan; (2) identifying key stakeholders for preventing bullying within a MTSS-based bullying prevention plan; and (3) potential challenges and solutions of implementing a MTSS-based bullying prevention plan within the individual, classroom, and school contexts. Findings highlight the need to educate teachers on how to use MTSS, especially for bullying prevention and interventions that are inclusive of SWD. Implications from this work extend to all students including those with mental health considerations, regardless of disability status.
The online version contains supplementary material available at 10.1007/s12310-023-09589-8.
残疾学生或有残疾识别风险的学生（SWD）受欺凌动态的影响尤为严重；然而，针对这一群体的预防欺凌专业发展和以教育工作者为重点的培训却很缺乏。为填补这一空白，本研究对从普通教育和特殊教育教师（n = 33）收集的定性数据进行了分析，这些教师参与了一项在线专业发展培训，该培训使用多层级支持系统（MTSS）来预防残疾学生中的欺凌行为。采用布劳恩和克拉克的六步法，从作为嵌入两个培训模块中的知识检查回复收集的定性反思中识别关键主题和典型引语。基于MTSS层级确定并研究了三个主题：（1）教师对SWD的看法以及他们将其纳入基于MTSS的预防欺凌计划的情况；（2）在基于MTSS的预防欺凌计划中确定预防欺凌的关键利益相关者；（3）在个人、课堂和学校环境中实施基于MTSS的预防欺凌计划的潜在挑战和解决方案。研究结果强调有必要教育教师如何使用MTSS，特别是用于预防欺凌和包括SWD的干预措施。这项工作的影响扩展到所有学生，包括那些有心理健康问题的学生，无论其残疾状况如何。
在线版本包含可在10.1007/s12310-023-09589-8获取的补充材料。
