Deaf and Hard of Hearing Students’ Perspectives on Bullying and School Climate

Abstract

Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data were derived from the Olweus Bullying Questionnaire (Olweus, 2007b), a standardized self-reported survey with multiple-choice questions focusing on different aspects of bullying problems. Significant bullying problems were found in deaf school programs. It appears that deaf and hard of hearing students experience bullying at rates 2-3 times higher than those reported by hearing students. Deaf and hard of hearing students reported that school personnel intervened less often when bullying occurred than was reported in the hearing sample. Results indicate the need for school climate improvement for all students, regardless of hearing status.

Effect of Hearing Loss on Peer Victimization in School-Age Children

“…Our finding that adolescents with HL experience peer victimization at rates nearly twice that of peers in the general population converges with relative proportions reported by Weiner et al (2013). Weiner et al report students with HL enrolled in residential and day schools for the deaf report higher levels of victimization (32.5%) than hearing peers in a national comparison group (14.4%).…”

“…Children with HL report more peer problems than hearing peers (e.g., more difficulty making and maintaining friendships, lower acceptance or popularity; Brown & Cornes, 2015; Huber et al, 2015; Kouwenberg et al, 2012), but the effect of HL on prevalence of victimization in youth and adolescents is unclear. Some studies report higher rates of victimization in children with HL (17% to 67%; Weiner, Day, & Galvan, 2013; Weiner & Miller, 2006; Wheeler, Archbold, Gregory, & Skipp, 2007). For example, Weiner et al (2013) found students with HL in residential and large day schools report victimization more than twice as often as hearing students (33% vs. 14%).…”

“…Some studies report higher rates of victimization in children with HL (17% to 67%; Weiner, Day, & Galvan, 2013; Weiner & Miller, 2006; Wheeler, Archbold, Gregory, & Skipp, 2007). For example, Weiner et al (2013) found students with HL in residential and large day schools report victimization more than twice as often as hearing students (33% vs. 14%). Other studies describe no difference in rate of traditional victimization based on auditory status (Bauman & Pero, 2011; Kent, 2003; Kouwenberg et al, 2012; Kusche, Garfield, & Greenberg, 1983; Mejstad, Heiling, & Svedin, 2009; Percy-Smith, Caye-Thomasen, Gudman, Jensen, & Thomsen, 2008).…”

“…Rates of bullying in children with HL may vary due to participant characteristics or methodology. Some studies have subjects with various degrees of HL (mild or moderate through profound) who may or may not use hearing aids or cochlear implants (Bauman & Pero, 2011; Brown & Cornes, 2015; Kouwenberg et al, 2012; Mejstad et al, 2009; Weiner et al, 2013). Others report only on those with profound HL using cochlear implants (Huber et al, 2015; Percy-Smith et al, 2008; Wheeler et al, 2007).…”

“…Swearer and colleagues (2012) found that students reporting no victimization changed their answer to at least once or twice when presented with specific situations. Only one study thus far used a standardized, validated measure of bullying, the Olweus Bullying Questionnaire (Olweus, 2007), in adolescents with HL (Weiner et al, 2013). Weiner et al’s (2013) large sample includes students with HL in residential and large day schools for the deaf, many of whom used sign language, reducing applicability to mainstreamed youth and adolescents with HL who typically communicate orally and use hearing aids or cochlear implants.…”