Education

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

G. Álvarez-guerrero, R. García-carrión, et al.

In an engaging qualitative case study, researchers Garazi Álvarez-Guerrero, Rocío García-Carrión, Andrea Khalfaoui, Maite Santiago-Garabieta, and Ramón Flecha dive into how dialogic gatherings in classrooms can significantly reduce bullying risks for students with special educational needs (SEN). Their findings reveal that these gatherings foster awareness of non-violent interactions, steering students away from violence and towards empathy.

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Playback language: English

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Abstract

Students with special educational needs (SEN) are at a higher risk of bullying. This qualitative case study explores the impact of dialogic gatherings (DG) in two elementary classrooms (43 students, 10–12 years old, 5 with SEN) to prevent school violence. Classroom observations and focus groups with teachers and students showed that DG increased awareness of violent vs. non-violent relationships and influenced students towards non-violent behaviors. DG shows potential to enhance non-violent behaviors and protect SEN students.

Publisher

Humanities and Social Sciences Communications

Published On

Dec 14, 2023

Authors

Garazi Álvarez-Guerrero, Rocío García-Carrión, Andrea Khalfaoui, Maite Santiago-Garabieta, Ramón Flecha

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