The Psychosocial Dynamics of Bullying Amongst Special Needs Students at an Exclusive Educational Setting in Zimbabwe

Abstract

Bullying among special needs students constitutes a pervasive psychosocial concern with far-reaching consequences for mental health and well-being. This study examined the psychosocial dynamics of bullying among special needs students at Hellenic Silver Lining School in Harare, Zimbabwe, focusing on bullying perceptions, the onset of secondary mental health challenges, and the effectiveness of mitigation strategies. Employing an interpretivism research paradigm within a qualitative case study design, data were collected through semi-structured interviews, participant observation, and document analysis. Thirteen students (6 girls, 7 boys) aged 11–16years all presenting with intellectual, emotional, and social developmental challenges, were selected through purposive sampling. Inductive thematic analysis revealed three primary themes: bullying perceptions shaped by communication barriers, impulsivity, and disability-based vulnerability; onset of secondary disorders including anxiety, low self-esteem, and emotional dysregulation; and mitigation strategies encompassing teacher counselling, parental collaboration, and peer intervention. Unique to an exclusive special needs school context, findings demonstrate that bullying dynamics in such settings are mediated by disorder specific characteristics such as autism spectrum disorder related communication difficulties. The study contributes novel insights to the existing body of literature on bullying in exclusive school environments and offers evidence-based recommendations for practitioners, educators, policymakers, and mental health professional.