Disablist Bullying

Abstract

Disablist bullying refers to bullying behavior that targets individuals with disabilities or perceived disabilities. This type of bullying can take many forms, including physical, verbal, exclusion, cyberbullying, discrimination, prejudice, and emotional abuse. It can also include exclusion from social groups and activities. Examples of disablist bullying include making derogatory comments about someone’s disability, refusing to accommodate their needs, spreading rumors or lies about them, or intentionally isolating them from others because of their disability. Disablist bullying can have serious consequences for those who experience it, including anxiety, depression, and low self-esteem. It can also have long-term effects on the individual’s ability to form relationships and succeed in school and the workplace. To prevent disablist bullying, it is important to promote awareness and understanding of disabilities, and to provide support and resources for individuals who experience bullying. Schools, workplaces, and other organizations can implement policies and training programs to prevent disablist bullying and support individuals who have experienced it. It is also important to encourage bystander intervention and to provide safe and confidential reporting mechanisms for victims of disablist bullying.

1. Introduction

Advances in science and technology are expected to make the members of the society more educated, act responsibly and have respect for human rights. It is also expected that we all demonstrate care, respect, dignity, trust and accountability for persons with obvious or perceived disability. However, many shades of intrusion into human dignity and freedom are being witnessed in society and that in more worrisome manner today. The frequency of tragic events like suicides and school shooting or stabbings have drawn attention of the public to bulling an age-old society problem [1]. One category of bullying that is begging for insight is disablist bullying. This insight is very much needed in order to alert the public to the existence of disablist bullying as well as steps to be taken to prevent it, and when need be, intervene immediately when disablist bullying occurs.

2. Meaning of disablist bullyings

Bullying is a learned behavior. It occurs when a person repeatedly commits aggressive act that intends to harm and an inbalance of power makes it hard for the victim to defend himself or herself [1, 2]. Disablist bullying refers to the act of bullying someone based on their disability or perceived disability. It involves any behavior or action that undermines, offends, or harms an individual because of their disability, whether it is a physical, sensory, intellectual, or developmental disability. Disablist bullying can occur in a variety of settings, including schools, workplaces, and communities. It can involve name-calling, exclusion, physical abuse, and other forms of mistreatment. Disablist bullying can also take the form of micro aggressions, which are subtle acts of discrimination that can be difficult to recognize but still have harmful effects [3]. Examples of disablist bullying include making derogatory comments about someone’s disability, refusing to accommodate their needs, spreading rumors or lies about them, or intentionally isolating them from others because of their disability [4, 5]. Individuals and groups can bully one another, a practice known as mobbing Davenport et al. [6], and the bully may have one or more supporters who are eager to help the main bully or who support the bully by offering encouraging words. Researchers like Berk [7] found that peers rarely help victims of bullying, and that about 20–30% of onlookers actually encourages bullies, even join in.

2.1 Forms of disablist bullying

Disablist bullying can take different forms, such as verbal abuse, physical violence, exclusion, intimidation, or mocking. It can occur in different settings, including schools, workplaces, or online platforms, and can have severe and long-lasting effects on the victim’s physical and emotional well-being, self-esteem, and social life.

Some common forms of disablist bullying include:

2.1.1 Verbal bullying

Verbal bullying is the most prevalent type of bullying that involves using words to hurt, humiliate, or intimidate someone. Verbal bullying can take many forms, including name-calling, teasing, taunting, threatening, and insulting. It can happen in person, over the phone, online, or through social media [8, 9]. Any bullying that does not involve physical contact but instead involves speaking, other voice use, or some type of body expression is considered verbal bullying. Abuse typically starts at this point and may take any of the following forms: Making disparaging remarks and nicknaming, spreading false information about another person, that cause a young persons’ impairment to be questioned, ridiculed or insulted [5]. Threatening another person, yelling or using an unkind tone of voice when speaking to someone, particularly when there is no justification, making fun of another person’s speech or speaking manner or movement, making insults or otherwise making light of someone by using body language, such as the middle finger. The bully’s voice is their primary tool when engaging in verbal bullying. Bullying that is vocal occurs a lot. Verbal bullying can have serious and long-lasting effects on the victim, including low self-esteem, anxiety, depression, and even physical health problems. It can also lead to social isolation and difficulty forming healthy relationships.

2.1.2 Physical bullying

This includes pushing, shoving, hitting, or other forms of physical aggression targeted at a person’s disability. Physical bullying is a type of bullying in which one person uses physical force or violence to intimidate, harm, or control another person. It can include hitting, kicking, pushing, shoving, stripping, punching, or other forms of physical aggression, like refusing to meet a disabled persons access needs. Physical bullying can have a significant impact on the victim’s physical and mental health, self-esteem, and ability to concentrate in school or other activities. It can lead to physical injuries, emotional distress, and even long-term psychological problems [10].

Any form of bullying that causes physical harm or property destruction to a victim is referred to as physical bullying. Physical bullying includes stealing, pushing, shoving, striking, fighting, and purposefully damaging someone else’s property or taking away such properly from victim. Rarely is physical bullying the first type of bullying a sufferer will encounter [11, 12]. Bullying frequently starts out in a distinct way before turning violent. The bully’s body, or a portion of it, or an object used as a weapon when attacking the victim, is the primary weapon used in physical bullying. Because of some adolescent prejudice, some groups of young adults may target and alienate a friend. This may rapidly result in them being subjected to bullying, torture, and “beating up” by their peers. Over time, physical abuse will frequently get worse and can push the victim to striking back at the bullies. This in turn continues to circle of bullying. It has been reported by Purdy and Mcguckin [5] 4 out of 10 bullied children told someone about it. Disturbingly, the bullying did not stop, meaning adults hardy believe disablist bullying.

It is important to recognize and address physical bullying as soon as possible. Victims of physical bullying should seek support from trusted adults and report the behavior to school officials or law enforcement if necessary. It is also important to educate children and adolescents about the harmful effects of physical bullying and teach them positive ways to resolve conflicts and express their emotions.

2.1.3 Cyberbullying

This involves using social media, text messages, or other digital platforms to harass and intimidate a person with disabilities.

Cyberbullying is the act of using digital technology to harass, threaten, or intimidate someone. It can take many forms, such as spreading rumors or lies online, sending threatening messages or emails, instant chats, posting hurtful comments or images of a person with disabilities on social media, or impersonating someone online. Cyberbullying is allegedly more prevalent in secondary schools than in elementary schools. Cyberbullying can have serious consequences for the victim, including emotional distress, anxiety, depression, and even suicide. This is because cyberbullies are often not known to their victims. This cyberbullying and its effects follow the victims wherever they go [13, 14].

To prevent cyberbullying, it is important to raise awareness about the issue and educate people about its impact. Parents, educators, and community leaders can work together to create safe and supportive environments for young people, both online and offline. This can include teaching digital citizenship skills, encouraging open communication, and promoting empathy and kindness [15]. If you or someone you know is being cyberbullied, it is important to take action. This may include blocking the bully on social media, reporting the bullying to the appropriate authorities, and seeking help from a trusted adult or mental health professional.

2.1.4 Exclusion and isolation

This occurs when individuals with disabilities are intentionally left out of group activities, conversations, or social events. Exclusion and isolation are two related concepts that involve separating individuals or groups from others. Exclusion refers to the act of deliberately excluding someone [16] or a group of people from participating in certain activities, events, or social interactions. This can be due to various factors such as race, gender, sexual orientation, religion, social status, or disability. Exclusion can lead to feelings of isolation, loneliness, and social disconnection. Isolation, on the other hand, is the state of being separated from others. This can be intentional or unintentional and can be physical, social, or emotional. Physical isolation occurs when individuals are physically separated from others, while social isolation occurs when individuals are excluded from social interactions. Emotional isolation occurs when individuals feel disconnected from others and lack emotional support [17, 18].

Both exclusion and isolation can have negative impacts on individuals and communities. Exclusion and isolation can lead to feelings of loneliness, depression, anxiety, and low self-esteem. In extreme cases, it can even lead to mental health issues, substance abuse, and suicide. It is important to recognize and address exclusion and isolation to promote a sense of belonging and social connectedness for all individuals and communities. This can involve fostering a culture of positivity creating inclusive environments, promoting diversity and tolerance, and providing support and resources for those who may be experiencing exclusion or isolation.

2.1.5 Patronizing behavior

This involves treating individuals with disabilities as if they are inferior or incapable of making their own decisions. Patronizing behavior refers to a type of behavior where someone speaks or behaves in a way that seems condescending or belittling towards another person. It can be a form of disrespect or lack of consideration for the other person’s feelings, intelligence, or capabilities [19]. Examples of patronizing behavior may include speaking in a slow or exaggerated manner, using baby talk, interrupting or speaking over the other person, or making assumptions about their knowledge or abilities. It can also involve using language that suggests the other person is inferior or less competent [5]. Patronizing behavior can be harmful as it can make the other person feel disrespected, undervalued, and hurt. It can also lead to a breakdown in communication and cause tensions in relationships. It’s important to be aware of how our words and actions can affect others and strive to treat everyone with respect and dignity [20].

2.1.6 Stereotyping

This involves assuming that all individuals with disabilities are the same and treating them accordingly. Stereotyping refers to the act of assuming that individuals in a certain group share common characteristics or traits. Stereotyping can be based on a person’s race, ethnicity, gender, age, religion, social class, or any other group to which they belong. Stereotyping can be harmful as it often leads to unfair or inaccurate assumptions about individuals based on their group membership. It can lead to discrimination, prejudice, and negative attitudes towards members of a particular group. Stereotypes can be perpetuated through media, education, and social interactions, and can be difficult to overcome once they are established [5]. It is important to recognize when we are engaging in stereotyping and to challenge our own assumptions and biases. By promoting diversity, understanding, and empathy, we can work to break down stereotypes and build a more inclusive society.

2.1.7 Ignorance and insensitivity

This involves not understanding or being sensitive to the needs of individuals with disabilities. Ignorance refers to a lack of knowledge or awareness about something. It can be unintentional or deliberate, and can arise from a variety of reasons, such as lack of access to information, limited education, or simply not being exposed to different perspectives and experiences. Insensitivity, on the other hand, refers to a lack of consideration or empathy for the feelings or experiences of others. It can arise from a variety of reasons, such as lack of awareness or understanding of social cues, a lack of emotional intelligence, or a lack of respect for the dignity and worth of other individuals [21].

Ignorance and insensitivity are often interrelated, as ignorance can lead to insensitivity and insensitivity can reinforce ignorance. For example, if someone is ignorant about a particular culture, they may inadvertently behave in ways that are insensitive or offensive to members of that culture [22]. It is important to recognize and address both ignorance and insensitivity in ourselves and others in order to promote understanding, empathy, and respect for all individuals and communities. This can involve actively seeking out knowledge and diverse perspectives, practicing active listening and empathy, and working to challenge our own biases and assumptions.

2.2 Consequences of disablist bullying

Disablist bullying can have serious negative effects on the victim’s self-esteem, mental health, and overall well-being. It can also lead to social isolation, exclusion, and discrimination. The impact of disablist bullying can be severe, leading to decreased self-esteem, anxiety, depression, and even physical harm.

This type of bullying can have a number of serious consequences for the victim, including:

2.2.1 Emotional and psychological impact

Disablist bullying can cause emotional distress, anxiety, depression, and other psychological problems for the victim. The victim may feel isolated, powerless, and ashamed, which can impact their self-esteem and ability to form relationships with others. Disablist bullying can have severe emotional and psychological impacts on individuals who experience it. The following are some of the possible consequences: low self-esteem, anxiety and depression, isolation and loneliness, post-traumatic stress disorder (PTSD), and substance abuse [23].

People who experience disablist bullying may develop low self-esteem and self-worth. They may begin to believe that they are not valuable, capable or worthy because of their disability. Disablist bullying can cause significant anxiety and depression in the victim. This may include feelings of hopelessness, worthlessness, and despair. Disablist bullying can also lead to social isolation and loneliness. Victims may feel too scared or ashamed to socialize, which can lead to a lack of social support. People who have experienced disablist bullying may also develop PTSD. This condition can cause flashbacks, nightmares, and other symptoms of trauma. Victims of disablist bullying may turn to drugs or alcohol as a way to cope with the emotional pain they experience.

2.2.2 Physical health problems

Disablist bullying can also cause physical health problems. Stress caused by bullying can weaken the immune system, and lead to chronic conditions like high blood pressure, heart disease, and diabetes. Bullying can have instant effects, like physical harm, or they can have long-term effects, like headaches, sleep disturbances, or somatization. However, it can be challenging to connect the long-term physical effects of bullying to past bullying behavior as opposed to being the result of other causes like anxiety or other negative childhood experiences that can also have physical effects into adulthood [24, 25].

2.2.3 Physical harm

Disablist bullying can have severe physical and psychological consequences for the person targeted. The physical harm that can result from disablist bullying can range from minor injuries to serious health problems. Some examples of physical harm resulting from disablist bullying include: bruising and cuts, broken bones, head injuries, chronic pain, stress-related illnesses, and self-harm [26].

Disablist bullying can involve physical assault, which can result in bruises and cuts. These injuries may be minor or severe, depending on the severity of the assault. Physical assault can also result in broken bones. This type of injury can be particularly serious and may require medical treatment. If a person is hit on the head during disablist bullying, they may suffer a head injury. Head injuries can range from mild to severe and may require medical attention. Disablist bullying can cause chronic pain, particularly if the person targeted is physically assaulted or subjected to ongoing physical abuse. The stress and anxiety caused by disablist bullying can lead to a range of physical health problems, including high blood pressure, heart disease, and digestive problems. In some cases, a person who is being bullied may turn to self-harm as a way of coping with the abuse. This can result in physical harm, such as cuts and burns.

It is important to note that the physical harm resulting from disablist bullying is not limited to the above examples. The severity of the harm will depend on the nature of the bullying and the resilience of the person targeted. It is essential to address disablist bullying as soon as possible to prevent further harm to the targeted person.

2.2.4 Cognitive function

Here is evidence from neuroscience that disablist bullying may also alter the brain [27, 28]. Functional magnetic resonance imaging (fMRI), which measures blood flow to an area of the brain to infer the health of thousands of brain cells, is the main method used to track brain activity in people. Bullying is associated with poor cognitive functioning at age 50 as well as with mental health [29].

2.2.5 Social pain

There are numerous studies looking at how the brain processes social pain, but none that explicitly examine bullying using neural imaging methods. The phrase “feelings of pain that accompany the experiences of peer rejection, ostracism, or loss” is used to describe social pain [28]. People’s descriptions of how they feel about bullying are consistent with their experience of social suffering. For instance, one victim of bullying used the phrase “I feel like, emotionally, they [his bullies] have been beating me with a stick for 42 years” to characterize the emotional toll of his experience [28].

2.2.6 Social exclusion

Victims of disablist bullying may be excluded from social activities or events, making it difficult for them to form friendships and connections with others [16]. Social exclusion is a common consequence of disablist bullying, which refers to bullying behavior targeted at individuals with disabilities. Disablist bullying can take many forms, including verbal abuse, physical harassment, and exclusion from social activities. When an individual is bullied because of their disability, they may experience a sense of isolation and loneliness, as well as a loss of confidence and self-esteem. They may feel like they do not belong and that they are not valued members of their community. This can lead to social exclusion, where individuals are excluded from social groups, activities, and events. Social exclusion can be intentional, where the individual is purposely left out or ignored, or unintentional, where the individual is not included due to lack of accessibility or understanding. Social exclusion can have a significant impact on an individual’s mental health and well-being. It can lead to feelings of depression, anxiety, and low self-worth. It can also impact an individual’s ability to form meaningful relationships and contribute to society.

2.2.7 Academic problems

Disablist bullying can interfere with a victim’s ability to learn and perform academically. The victim may struggle to concentrate, feel anxious about going to school, and may even skip classes to avoid being bullied [30]. Disablist bullying, which is the mistreatment of individuals with disabilities, can have significant academic consequences. Some of the academic problems that can arise as a result of disablist bullying include: poor academic performance, anxiety and depression, low self-esteem, school avoidance, and dropout rates. Students who experience disablist bullying may struggle to concentrate on their studies or may miss school due to fear of bullying. This can lead to poor academic performance, which can have long-term consequences on their education and career prospects. Disablist bullying can cause significant emotional distress, leading to anxiety and depression. These mental health conditions can make it difficult for students to focus on their studies and may lead to further academic difficulties. Disablist bullying can erode students’ self-esteem and confidence, which can make them less likely to participate in class or seek help from teachers. This can lead to a lack of engagement in their studies, making it harder for them to achieve academic success. Some students may avoid school altogether to escape the bullying they are experiencing. This can lead to missed classes and falling behind on coursework, which can have a negative impact on their academic performance. In extreme cases, disablist bullying can lead to students dropping out of school entirely. This can have serious long-term consequences on their education and future prospects. Overall, disablist bullying can have a significant impact on students’ academic performance, mental health, and overall well-being.

2.2.8 Negative long-term effects

Victims of disablist bullying may continue to experience negative effects well into adulthood. They may struggle with relationships, employment, and other aspects of their lives due to the trauma they experienced as a child. Disablist bullying, or bullying directed towards people with disabilities, can have long-term negative effects on both the individual who experiences it and on society as a whole. Some of the long-term effects of disablist bullying include: emotional and psychological impact, physical health problems, academic and career impacts, increased risk of substance abuse and self-harm, and reinforcement of ableism [31].

Disablist bullying can lead to depression, anxiety, and low self-esteem in those who experience it. It can also lead to feelings of isolation and social withdrawal. Disablist bullying can lead to physical health problems such as headaches, stomach problems, and sleep disturbances. The stress caused by bullying can also weaken the immune system, making individuals more susceptible to illnesses. Disablist bullying can negatively impact academic performance, resulting in lower grades, decreased attendance, and a decreased likelihood of pursuing higher education. It can also impact career opportunities, leading to difficulties in finding and maintaining employment. Those who experience disablist bullying are at increased risk of turning to substance abuse or self-harm as a coping mechanism. Disablist bullying reinforces negative attitudes towards people with disabilities, perpetuating ableism in society and making it more difficult for those with disabilities to achieve equality and inclusion. It is essential to address and prevent disablist bullying to ensure the well-being and success of all individuals in society [32].

A fully referenced summary of the consequences of bullying during childhood and adolescence on prospectively studied outcomes up to the age of 17 years is showed that children who were victims of bullying have been consistently found to be at higher risk for common somatic problems such as colds, or psychosomatic problems such as headaches, stomach aches or sleeping problems, and are more likely to take up smoking [33, 34]. Victims have also been reported to more often develop internalizing problems and anxiety disorder or depression disorder [1]. It is important to address disablist bullying promptly and effectively to minimize these consequences and promote a safe and inclusive environment for individuals with disabilities.

2.3 Preventions of disablist bullying

The collective effort to stop, curtail, and prevent bullying is known as bullying prevention. Dawes et al. [35], numerous campaigns and events globally are centered on bullying prevention. Several programs and activities are designed to lessen bullying, including Anti-bullying Week, International Day of Pink, International STAND UP to Bullying Day, and National Bullying Prevention Month. Bullying in schools is now prohibited in 23 of the country’s 50 states thanks to anti-bullying legislation [36]. It’s important to note that disablist bullying can take many forms and can be very subtle, making it difficult to identify and address. It’s crucial that we all work to create a culture of respect and inclusion for individuals with disabilities and take action to prevent and address disablist bullying whenever it occurs.

It’s important to take disablist bullying seriously and to speak out against it whenever possible. This can include reporting incidents to authorities, educating others about the harm it causes, and advocating for policies and practices that promote inclusion and respect for people with disabilities. It’s also important to provide support and resources to victims of disablist bullying, such as counseling, therapy, and advocacy services. Some of the ways of preventing disablist bullying as identified by Ross and Horner [35, 37] include.

2.3.1 Promote inclusive values and attitudes

Schools and communities can promote a culture of acceptance and inclusivity by celebrating diversity and raising awareness of disability issues. This can be done through educational programs, awareness-raising campaigns, and cultural events. Disablist bullying is a serious issue that can have devastating effects on individuals with disabilities. In order to promote inclusive values and attitudes and combat disablist bullying, here are some suggestions: educate yourself and others, foster empathy, promote positive language, encourage inclusive behaviors, challenge disablist behavior, and celebrate diversity [38].

Take the time to learn about disabilities and the experiences of individuals with disabilities. Educate yourself and others about the harmful effects of disablist bullying and the importance of inclusion and acceptance. Encourage empathy and understanding towards individuals with disabilities. Encourage others to put themselves in the shoes of someone with a disability and try to understand their experiences and challenges. Use language that promotes positive attitudes towards individuals with disabilities. Avoid using derogatory or ableist language, and instead use language that is respectful and inclusive. Encourage inclusive behaviors, such as making accommodations for individuals with disabilities, promoting accessibility, and creating a welcoming environment for all. If you witness disablist behavior, speak out and challenge it. Let others know that such behavior is unacceptable and promote a culture of respect and inclusion. Celebrate the diversity of individuals with disabilities and the unique strengths and talents they bring to the table. Encourage others to embrace and appreciate this diversity as well.

2.3.2 Educate students about disabilities

Teachers and school staff can educate students about disabilities, including how they affect people’s lives, the challenges people with disabilities may face, and the importance of treating all people with respect and kindness. Certainly! Educating students about disabilities is an important step towards creating a more inclusive society. Here are some key points to consider: What is a disability? A disability is a physical or mental condition that affects a person’s ability to perform certain tasks. Disabilities can range from physical impairments like blindness, deafness, or mobility limitations, to mental health conditions like anxiety, depression, or ADHD [39, 40].

1. Different types of disabilities: There are many different types of disabilities, and it’s important to recognize that each person’s experience with a disability is unique. Some disabilities are visible, like using a wheelchair or hearing aid, while others are invisible, like a learning disability or chronic pain.

2. Common misconceptions: Unfortunately, there are many misconceptions and stereotypes about people with disabilities. For example, some people assume that all people with disabilities are unable to work or live independently, or that they are always unhappy. It’s important to challenge these assumptions and recognize that people with disabilities have diverse abilities and experiences.

3. Communication and language: When talking about disabilities, it’s important to use respectful and inclusive language. Avoid using outdated or offensive terms like “handicapped” or “mentally retarded,” and instead use person-first language (e.g. “person with a disability” instead of “disabled person”) to emphasize that a person’s disability is just one aspect of their identity.

4. Accommodations and accessibility: People with disabilities may require accommodations or modifications to fully participate in school, work, or social activities. For example, a student with a visual impairment may need books in braille or audio format, while a student with ADHD may benefit from extra time on exams. It’s important to recognize that these accommodations are not special privileges, but rather necessary adjustments to level the playing field.

5. Emphasize inclusion: Finally, it’s important to emphasize the value of inclusion and diversity. People with disabilities have unique perspectives and talents to contribute, and it’s important to create a society where everyone feels valued and included. Encourage students to think about ways they can be allies and advocates for people with disabilities, and to recognize that we all benefit from a more inclusive and accepting world.

2.3.3 Encourage reporting

It’s also important to emphasize that reporting is a brave and courageous act, even if it may be difficult or uncomfortable. Assure them that they are not alone, and that there are people and resources available to support them throughout the reporting process. Reporting disablist bullying is an important prevention strategy, as it helps to create a culture of accountability and sends a clear message that such behavior is not acceptable [41]. Encouraging individuals who have experienced or witnessed disablist bullying to come forward and report the behavior is crucial for several reasons:

1. It sends a clear message that disablist bullying is not acceptable: When individuals report disablist bullying, it sends a clear message that such behavior is not acceptable and will not be tolerated. This can help to create a culture of accountability where individuals are held responsible for their actions.

2. It empowers individuals who have experienced disablist bullying: Reporting disablist bullying can be a difficult and emotional experience, but it can also be empowering for individuals who have experienced such behavior. By reporting the behavior, individuals can take control of the situation and work to prevent it from happening in the future.

3. It can prevent future incidents of disablist bullying: When incidents of disablist bullying are reported and addressed, it can help to prevent future incidents from occurring. This is because individuals who engage in such behavior may be less likely to do so if they know that their behavior will be reported and addressed.

4. It can lead to appropriate consequences for the behavior: Reporting disablist bullying can lead to appropriate consequences for the behavior, such as disciplinary action or education about appropriate behavior. This can help to prevent the behavior from happening again in the future.

Overall, encouraging reporting as prevention for disablist bullying is an important step in creating a safe and inclusive environment for individuals with disabilities. By empowering individuals to come forward and report such behavior, we can work to prevent future incidents and create a culture of accountability where everyone is valued and respected. School teachers, employers and relevant authorities should make available support services to which cases of disablist bullying can be reported to.

2.3.4 Support victims

Schools should provide support to students who have experienced disablist bullying, including counseling and other forms of support. Students should know that they are not alone and that there are resources available to help them.

Supporting victims of disablist bullying can play an important role in preventing such behavior from continuing or occurring in the first place. Here are some ways that supporting victims can be an effective prevention strategy for disablist bullying: encourage reporting, provide resources, educate others, and hold perpetrators accountable. Victims of disablist bullying may be hesitant to report incidents for fear of retaliation or not being believed. However, by creating a safe and supportive environment for reporting, victims may be more likely to come forward and seek help. Victims of disablist bullying may need resources and support to cope with the emotional and physical effects of the bullying. Providing access to counseling, support groups, or other resources can help victims feel more empowered and less isolated. By educating others about the impact of disablist bullying and the importance of supporting victims, we can create a culture of intolerance for such behavior. This can include training teachers, parents, and peers on how to recognize and respond to disablist bullying. When disablist bullying occurs, it’s important to hold the perpetrator accountable for their actions. This can include disciplinary action, but also education and intervention to address the underlying attitudes and beliefs that led to the bullying. Overall, supporting victims of disablist bullying can help create a safer and more inclusive environment for everyone, and can serve as an important prevention strategy for future incidents of bullying [42].

2.3.5 Involve parents and caregivers

Parents and caregivers can play a critical role in preventing disablist bullying by promoting positive values and attitudes at home and by reporting incidents of bullying to school officials. Involving parents and caregivers can be a crucial step in preventing disablist bullying. Here are some ways to involve parents and caregivers in this process: education, communication, support, advocacy, and inclusion [43].

Provide education and resources to parents and caregivers on what disablist bullying is and how it can affect children with disabilities. This can include information on how to identify signs of bullying and steps to take if they suspect their child is being bullied. Encourage parents and caregivers to communicate regularly with their child’s school and teachers to stay informed about their child’s experiences at school. This can help identify any potential issues before they become more significant. Offer support to parents and caregivers by providing resources for counseling or other forms of support if their child has been bullied. This can include support groups for parents and caregivers of children with disabilities. Encourage parents and caregivers to become advocates for their child by working with the school and other organizations to promote awareness of disablist bullying and implement policies and procedures to prevent it. Promote inclusion and understanding of disabilities by creating opportunities for parents and caregivers to participate in events and activities that celebrate diversity and raise awareness of disabilities. By involving parents and caregivers in the prevention of disablist bullying, we can create a more supportive and inclusive environment for children with disabilities [44].

2.3.6 Create a safe and inclusive environment

Schools should create a safe and inclusive environment where all students feel valued and respected. This can be done by promoting positive relationships among students, creating opportunities for student leadership and involvement, and ensuring that students with disabilities have access to the same opportunities as their peers. Creating a safe and inclusive environment is crucial in preventing disablist bullying. Here are some ways to create such an environment: educate students and staff, encourage empathy, foster a positive culture, provide support, and take action [45].

It’s essential to educate students and staff about the impact of disablist bullying and why it’s not acceptable. This can include workshops, training sessions, and posters around the school that highlight the importance of treating everyone with respect and dignity. Encourage students to develop empathy towards others by teaching them about different disabilities and encouraging them to put themselves in the shoes of others. This can help students to better understand the challenges that people with disabilities face and be more inclusive and supportive of them. Encourage a positive culture in the school that values diversity and promotes inclusivity. This can involve celebrating differences, respecting each other’s individuality, and encouraging students to appreciate each other’s unique qualities. Ensure that students who are being bullied or who witness bullying have access to support systems. This can include counseling services, peer support groups, or a designated staff member who can offer advice and support.

It’s essential to take action against disablist bullying when it occurs. This can involve disciplinary action against the bully and support for the victim. It’s also important to communicate with parents and guardians to ensure they are aware of the situation and are involved in finding solutions. By taking a proactive approach to preventing disablist bullying, schools and communities can help create a more inclusive and welcoming environment for all students.

3. Conclusion

Overall, promoting inclusive values and attitudes for disablist bullying requires a commitment to education, empathy, positive language, inclusive behaviors, and challenging disablist behavior. By working together, we can create a more inclusive and accepting society for individuals with disabilities. It’s important to address disablist bullying and promote inclusivity to prevent social exclusion. This can involve educating individuals about disabilities, providing accessibility accommodations, and promoting empathy and understanding towards individuals with disabilities. By creating a more inclusive environment, we can help prevent the negative consequences of disablist bullying and promote a more positive and supportive community. It is also important for schools to take a proactive approach to prevent disablist bullying and provide support to students who are experiencing it. This can include providing counseling services, implementing anti-bullying policies, and creating a supportive and inclusive school environment for all students. If you or someone you know is experiencing verbal bullying, it is important to seek help and support. This may include talking to a trusted friend or family member, a teacher, school counselor, or other mental health professional. It is also important to remember that the bullying is not your fault and you deserve to be treated with respect and dignity.

Acknowledgments

We have been inspired by a lot of people in accomplishing this task. We must however declare that for any inaccuracies, be it omission or commission, we am solely responsible.

Our special thanks go to God Almighty for being there for us at all times in every area of our life. We deeply indebted to the management of Taraba State University and our head of department Dr. Adamu, N.N., department guidance and counseling, Taraba State University, who never relented in their efforts to guide us carefully and wisely in the course of conducting this research. Their faith in our abilities to do a good work gave us a special courage to vigorously write this book without relenting. They were always ready to attend to us at all times despite their tight schedules. Their constructive criticisms, commitment, cordiality, cooperation and moral support have made this work a reality.

Conflict of interest

“The authors declare no conflict of interest.”