Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education

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dc.contributor.authorÁlvarez Guerrero, Garazi
dc.contributor.authorGarcía Carrión, Rocío
dc.contributor.authorKhalfaoui Larrañaga, Andrea
dc.contributor.authorSantiago Garabieta, Maite
dc.contributor.authorFlecha García, José Ramón
dc.date.accessioned2025-06-09T07:21:23Z
dc.date.available2025-06-09T07:21:23Z
dc.date.issued2023-12-14
dc.date.updated2025-06-09T07:21:23Z
dc.description.abstractScientific literature has clarified that bullying is a global challenge and students with special educational needs (SEN) are at a higher risk of experiencing it. Educational actions focused on dialogue and interaction as dialogic gatherings (DG) have been widely studied as a successful educational action (SEAs) rooted in egalitarian dialogue that promotes social cohesion. However, its potential to prevent bullying among students with SEN remains to be investigated. This qualitative case study explores the impact of implementing DG in two elementary classrooms and its potential to prevent school violence in a comprehensive school setting (43 students, 10–12 years old, from which 5 had SEN). Classroom observations of DGs and focus groups with teachers and students were conducted. Data analysis indicated that DG effectively contributed to students’ increased awareness regarding the distinction between violent and non-violent relationships, and influenced their personal preferences, guiding them towards non-violent behaviours. Implications for practice highlight the potential of DG to enhance non-violent behaviours among elementary students, which is particularly relevant to ensure students with SEN’s protection and inclusion.en
dc.description.sponsorshipThis research is funded by the Project “CHILDPRO: It is never too early to prevent gender-based violence: identification and overcoming of risk behaviours in childhood” (REF: PID2020-115581RB-I00) funded by the Ministry of Science and Innovation of Spainen
dc.identifier.citationÁlvarez-Guerrero, G., García-Carrión, R., Khalfaoui, A., Santiago-Garabieta, M., & Flecha, R. (2023). Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education. Humanities and Social Sciences Communications, 10(1). https://doi.org/10.1057/S41599-023-02470-8
dc.identifier.doi10.1057/S41599-023-02470-8
dc.identifier.eissn2662-9992
dc.identifier.urihttps://hdl.handle.net/20.500.14454/2969
dc.language.isoeng
dc.publisherSpringer Nature
dc.rights© The Author(s) 2023
dc.titlePreventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary educationen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.issue1
oaire.citation.titleHumanities and Social Sciences Communications
oaire.citation.volume10
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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