Bullying among children with or without special needs from teachers' perspectives
The purpose of the present study is to explore the perceptions of school teachers about their attitudes or beliefs regarding bullying and how they prevent, recognize, and handle incidences of bullying in their school environment. It is hoped that this research will be helpful to determine teachers’ knowledge, perceptions, and attitudes toward bullying are essential because of the vital role that teachers play in a student’s academic, social, and emotional development. The responses were structured into the form of closed questions and Likert scale responses, which measured the teachers’ perceptions towards bullying. The sample consists of 81 classroom teachers from two inclusive schools of the Punjab, India. The results of the study implied that some teachers perceived bullying to be problematic while others did not. The teachers were uncertain whether they are able to identify the bullying incidents or enough capable to cope with such incidents. Lastly, most teachers reported that they are enough responsible and know about training programs, bullying interventions regarding bullying and they are successful in keeping to their students aware about the school policy or rules against bullying.