title: Doubly Disadvantaged? Bullying Experiences among Disabled Children and Young People in England.
abstract: Bullying among school-aged children and adolescents is recognised as an important social problem, and the adverse consequences for victims are well established. However, despite growing interest in the socio-demographic profile of victims, there is limited evidence on the relationship between bullying victimisation and childhood disability. This article enhances our understanding of bullying experiences among disabled children in both early and later childhood, drawing on nationally representative longitudinal data from the Millennium Cohort Study and the Longitudinal Study of Young People in England. We model the association of disability measured in two different ways with the probability of being bullied at ages seven and 15, controlling for a wide range of known risk factors that vary with childhood disability. Results reveal an independent association of disability with bullying victimisation, suggesting a potential pathway to cumulative disability-related disadvantage, and drawing attention to the school as a site of reproduction of social inequalities.
authors.affiliation: University of Warwick, UK.
authors.forename: Stella
authors.initials: S
authors.lastname: Chatzitheochari
authors.affiliation: Institute of Education, University College London, UK.
authors.forename: Samantha
authors.initials: S
authors.lastname: Parsons
authors.affiliation: London School of Economics and Political Science, UK.
authors.forename: Lucinda
authors.initials: L
authors.lastname: Platt
keywords: Longitudinal Study of Young People in England; Millennium Cohort Study; bullying; children; disability; school; young people