Perceptions of Bullying in Inclusive Elementary Schools: The Role of Empathy, Social Support, and School Climate
Abstract
In inclusive school environments, students with special needs often face various challenges regarding both academic and psychosocial aspects. One serious issue frequently experienced by these students is bullying. In Indonesia, bullying is a serious issue with a steadily rising prevalence especially children with special needs. The purpose of this study was to investigate the influence of empathy, social support, and school climate on perceptions of bullying in inclusive primary schools. The research sample was 122 fifth-grade students from 10 inclusive elementary schools in Magetan Regency, Indonesia. Data collection techniques used the Emphaty Scale, Social Support Scale, School Climate Scale, Bullying Perception Scale. Data analysis techniques using quantitative methods with regression analysis technique. The results showed that empathy, social support, and school climate collectively and simultaneously contribute to students' perceptions of bullying in inclusive elementary schools. (F=10.586; p<0.05). The practical implication of this study's findings is that efforts to prevent bullying in inclusive elementary schools should not focus solely on imposing sanctions on perpetrators. This approach will enhance students' ability to recognize bullying behavior, foster empathy for victims, and build a school culture that rejects all forms of bullying.
Downloads
References
Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., & Wilks, A. (2019). Understanding the relationship between perceived school climate and bullying: A mediator analysis. Journal of School of Violance, 18(2). https://doi.org/https://doi.org/10.1080/15388220.2018.1453820
Agoestina, E. (2023). Bimbingan Konseling dalam Mengatasi Permasalahan Kehidupan Remaja. Kaluteros Jurnal Teologi Dan Pendidikan Agama Kristen, 5(1), 13–25. https://doi.org/https://doi.org/10.60146/kaluteros.v5i1.58
Amka, A., Mirnawati, M., & Thaibah, H. (2024). STOP Bullying terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi. CV Bravo Press Indonesia.
Anggarini, W. R., & Ningsih, L. (2020). Tingkat Kepedulian Sosial Peserta Didik Pada Anak Berkebutuhan Khusus (Abk) Di SMPN 2 Buduran. Kajian Moral Dan Kewarganegaraan, 8(2), 779–793.
Annerbäck, E. M., Sahlqvist, L., & Wingren, G. (2014). A cross-sectional study of victimisation of bullying among schoolchildren in Sweden: background factors and self-reported health complaints. Scandinavian Journal of Public Health, 42(3), 270–277. https://doi.org/10.1177/1403494813514142
Asri, D. N., Cahyono, B. E. H., & Trisnani, R. P. (2024). Special needs students’ vocabulary mastery: The role of self-efficacy as a mediator in the implementation group counseling model with modern puppet media. Edelweiss Applied Science and Technology, 8(5), 2490–2503. https://doi.org/10.55214/25768484.v8i5.2027
Beckman, L., Hellström, L., & von Kobyletzki, L. (2020). Cyber bullying among children with neurodevelopmental disorders: a systematic review. Scandinavian Journal of Psychology, 61(1), 54–67. https://doi.org/10.1111/sjop.12525
Berchiatti, M., Ferrer, A., Galiana, L., Badenes-Ribera, L., & Longobardi, C. (2022). Bullying in students with special education needs and learning difficulties: the role of the student–teacher relationship quality and students’ social status in the peer group. Child & Youth Care Forum, 51(3), 515–537. https://doi.org/10.1007/s10566-021-09640-2
Cahyono, B. E. H., Asri, D. N., & Trisnani, R. P. (2024). Vocabulary learning for slow learner students in inclusive elementary schools: A case of Magetan Regency, East Java, Indonesia. Research Journal in Advanced Humanities, 5(1), 1–16. https://doi.org/https:// doi.org/10.58256/e4hejt58
Capper, T. S., Muurlink, O. T., & Williamson, M. J. (2020). Midwifery students’ perceptions of the modifiable organizational factors that foster bullying behaviours whilst on clinical placement: a qualitative descriptive study. Women and Birth, 34(4), e374--e381. https://doi.org/10.1016/j.wombi.2020.12.005
Carrera, M. V, DePalma, R., & Lameiras, M. (2011). Toward a more comprehensive understanding of bullying in school settings. Educational Psychology Review, 20(1), 479–501. https://doi.org/10.1007/s10648-011-9171-x
Carter, B. B., & Spencer, V. G. (2016). The fear factor: Bullying and students with disabilities. International Journal of Special Education, 21(1), 11–23.
Chatzitheochari, S., Parsons, S., & Platt, L. (2016). Doubly disadvantaged? Bullying experiences among disabled children and young people in England. Sociology, 50(4), 695–713. https://doi.org/10.1177/0038038515574813
Eilts, J., & Koglin, U. (2022). Bullying and victimization in students with emotional and behavioural disabilities: A systematic review and meta-analysis of prevalence rates, risk and protective factors. Emotional and Behavioural Difficulties, 27(2), 133–151. https://doi.org/https://doi.org/10.1080/13632752.2022.2092055
Emzir. (2021). Metodologi Penelitian Pendidikan. Rajagrafindo Persada.
Falla, D., Sánchez, S., & Casas, J. A. (2021). What do we know about bullying in schoolchildren with disabilities? A systematic review of recent work. Sustainability, 13(1), 416. https://doi.org/10.3390/su13010416
Firmansyah, A. (2022). Hubungan Antara Empati dengan Perilaku Bullying di SMA Pondok Modern Selamat Kendal. Jurnal Psimawa, 5(2), 75–78. https://doi.org/https://doi.org/10.36761/jp.v5i2.2111
Flaspohler, P. D., Elfstrom, J. L., Vanderzee, K. L., Sink, H. E., & Birchmeier, Z. (2009). Stand by Me: The Effects of Peer and Teacher Support in Mitigating the Impact of Bullying on Quality of Life. Psychology in the Schools, 46(7), 636-649.
Galevska, N. A., & Pesic, M. I. (2018). Assessing children with special educational needs in the inclusive classrooms. Proceedings of the Conference.
Garandeau, C. F., Vartio, A., Poskiparta, E., & Salmivalli, C. (2016). School Bullies’ Intention to Change Behavior Following Teacher Interventions: Effects of Empathy Arousal, Condemning of Bullying, and Blaming of the Perpetrator. Prevention Science, 17, 1034-1043. https://doi.org/https://doi.org/10.1007/s11121-016-0712-x
Harefa, P. P. P., & Rozali, Y. A. (2020). Pengaruh dukungan sosial terhadap konsep diri pada remaja korban bullying. Jca Pskologi, 1(1), 1–8.
Hasanah, U., & Raharjo, S. T. (2016). Penanganan kekerasan anak berbasis masyarakat. Share: Social Work Journal, 6(1). http://jurnal.unpad.ac.id/share/article/view/13150
Hornby, G. (2015). Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), 234–256.
Ideswal, I., Yahya, Y., & Alkadri, H. (2020). Kontribusi Iklim Sekolah dan Kepemimpinan Kepala Sekolah terhadap Kinerja Guru Sekolah Dasar. Jurnal Basicedu, 4(2), 460–466. https://doi.org/https://doi.org/10.31004/basicedu.v4i2.381
Komisi Perlindungan Anak Indonesia. (2025). Laporan Tahunan KPAI: Jalan Terjal Perlindungan Anak: Ancaman Serius Generasi Emas Indonesia.
Kurth, J. A., Miller, A. L., Toews, S. G., & Thompson, J. R. (2018). Inclusive education: perspectives on implementation and practice from international experts. Intellectual and Developmental Disabilities, 56(6), 471–485. https://doi.org/10.1352/1934-9556-56.6.471
Leleang, A. I. T., Dewi, E. M. P., & Hamid, A. (2021). The correlation between empathy and bullying behavior in senior high school students in Makassar city. Pinisi: Journal of Art, Humanity & Social Studies, 1(6), 112– 120.
Lestari, W. S. (2016). Analisis Faktor-faktor Penyebab Bullying di Kalangan Peserta Didik. SOSIO DIDAKTIKA: Social Science Education Journal, 3(2), 147-157. https://doi.org/http://journal.uinjkt.ac.id/index.php/SOSIO-FITK
Mandasari, D. (2020). Empati Siswa Reguler, Iklim Sekolah dan Perilaku Perundungan Terhadap Siswa Berkebutuhan Khusus Di Sekolah Inklusif. Psikoborneo Jurnal Imiah Psikologi, 8(4), 684-695. https://doi.org/https://doi.org/10.30872/psikoborneo
Marlina, M., Efrina, E., & Kusumastuti, G. (2019). Differentiated learning for students with special needs in inclusive schools. Proceedings of the 5th International Conference on Education and Technology (ICET 2019).
Marlina, M., Kusumastuti, G., & Ediyanto, E. (2023). Differentiated learning assessment model to improve involvement of special needs students in inclusive schools. International Journal of Instruction, 16(4), 423–441.
Mazzone, A., Yanagida, T., Camodeca, M., & Strohmeier, D. (2021). Information processing of social exclusion: links with bullying, moral disengagement and guilt. Journal of Applied Developmental Psychology, 75, 101297. https://doi.org/10.1016/j.appdev.2021.101297
Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, Health & Medicine, 22(sup1), 240–253. https://doi.org/10.1080/13548506.2017.1279740
Mischel, J., & Kitsantas, A. (2020). Middle school students’ perceptions of school climate, bullying prevalence, and social support and coping. Social Psychology of Education, 23(3). https://doi.org/https://doi.org/10.1007/s11218-019-09522-5
Mucherah, W., Finch, H., White, T., & Thomas, K. (2018). The relationship of school climate, teacher defending and friends on students’ perceptions of bullying in high school. Journal of Adolescence, 62, 62, 128–139. https://doi.org/https://doi.org/10.1016/j.adolescence.2017.11.012
Murphy, D., Leonard, S. J., Taylor, L. K., & Santos, F. H. (2022). Educational achievement and bullying: The mediating role of psychological difficulties. British Journal of Educational Psychology, 92(4), 1487–1501. https://doi.org/https://doi.org/10.1111/BJEP.12511
Ningsih, A. U., Juliawati, D., & Kholidin, F. I. (2025). The Impact of School Climate and Social Support on Bullying Tendencies in Vocational High School Students. Mitra Ash-Shibyan: Jurnal Pendidikan Dan Konseling, 8(1). Https://Doi.Org/10.46963/Mash.V8i01.2354, 8(1). https://doi.org/https://doi.org/10.46963/mash.v8i01.2354
Nowak, K., Kowalski, P., & Zielinska, A. (2024). Evaluating the outcomes of inclusive education policies for students with disabilities in Indonesian schools. International Journal of Educational Evaluation and Policy Analysis, 1(2).
Nurhayati, R. (2025). Metode Penelitian Kualitatif, Kuantitatif, dan Gabungan. Anak Hebat Indonesia.
Panzeri, A., Bettinardi, O., Bottesi, G., Mignemi, G., Bruno, G., Vidotto, G., Bertolotti, G., Brambatti, L., Monfredo, M., Spoto, A., Frattola, P., & Chiesa, S. (2022). Assessment of perceived support in the context of emergency: Development and validation of the psycho‑social support scale. Current Psychology, 42(2), 22514–22525. https://doi.org/https://doi.org/10.1007/s12144-022-03344-z
Putri, L. A. D., Yetti, E., & Hartati, S. (2020). Pengaruh keterlibatan orangtua dan regulasi diri terhadap perilaku bullying anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2). https://doi.org/https://doi.Org/10.31004/obsesi.v4i2.438
Rose, C. A., Simpson, C. G., & Moss, A. (2015a). The bullying dynamic: prevalence of involvement among a large-scale sample of middle and high school youth with and without disabilities. Psychology in the Schools, 52(5), 515–531. https://doi.org/10.1002/pits.21840
Rose, C. A., Simpson, C. G., & Moss, A. (2015b). The bullying dynamic: prevalence of involvement among a large-scale sample of middle and high school youth with and without disabilities. Psychology in the Schools, 52(5), 515–531. https://doi.org/https://doi.org/10.1002/pits.21840
Rosen, L. H., Scott, S. R., & DeOrnellas, K. (2017). An overview of school bullying. In Bullying in School (pp. 1–22). Palgrave Macmillan US. https://doi.org/10.1057/978-1-137-59298-9_1
Ručman, A. L., & Šulc, A. (2025). Bullying of students with disabilities in inclusive educational settings. International Journal of Bullying Prevention. https://doi.org/10.1007/s42380-025-00298-1
Sembiring, M., & Tarigan, T. (2023). Pengaruh Iklim Sekolah terhadap Perilaku Bullying Siswa pada SMA Santa Maria Kabanjahe. HELPER: Jurnal Penelitian Dan Pembelajaran, 40(1), 1–13. https://doi.org/https://doi.org/10.36456/helper.vol40.no1.a6706
Sulkowski, M. L., & Simmons, J. (2018). The Protective Role of Teacher-Student Relationships against Peer Victimization and Psychosocial Distress. Psychology in the Schools, 55(2), 137–150. https://doi.org/https://eric.ed.gov/?id=EJ1165814
van Noorden, T. H., Haselager, G. J., H, C. A., & Bukowski, W. M. (2015). (2015). Empathy and involvement in bullying in children and adolescents: a systematic review. Journal of Youth and Adolescence, 44(3), 637–657. https://doi.org/https://doi.org/10.1007/s10964-014-0135-6
Copyright (c) 2026 Dahlia Novarianing Asri, Asroful Kadafi, Beny Dwi Pratama, Yulita Puspa Nur Anisa, Gegana Candra Kusuma Priyanto Pringgodiqdo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution that allows the sharing of articles published with the acknowledgement of authorship and the initial publication in this magazine.
2) The authors are authorized to make additional contracts separately for distribution of the version of the work published in this journal (for example, publication in an institutional repository or as a chapter of the book), as long as there is recognition of authorship and initial publication in this journal.
3) Authors are authorized and encouraged to publish and distribute their work online (for example, in institutional repositories or on their personal pages) at any time before or during the editorial process, as it increases the impact and reference of the published work.
