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Anti-bullying, ableism, and the centrality of pupil identity: A response to Dr Badger.

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Title: Anti-bullying, ableism, and the centrality of pupil identity: A response to Dr Badger.
Authors: Jones, Siân E. (AUTHOR)
Source: Psychology of Education Review. Spring2026, Vol. 50 Issue 1, p18-22. 5p.
Subjects: Ableism, Students with disabilities, Discrimination (Sociology), School bullying, Inclusive education, Power (Social sciences), School children, Anti-bullying movements
Abstract: The article critically examines school bullying involving disabled pupils, emphasizing that such bullying is deeply rooted in ableism—the structural and psychological oppression of disabled people. It highlights limitations in current definitions and whole-school anti-bullying programs, which often overlook systemic ableist norms and focus narrowly on interpersonal behaviors. The author argues for explicitly anti-ableist frameworks that address institutional discrimination, promote disabled identity and joy, and involve disabled pupils as active cultural and political agents. Effective interventions should move beyond reducing harm to fostering pride and systemic transformation, co-created with disabled students to create inclusive and empowering educational environments. [Extracted from the article]
Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Anti-bullying, ableism, and the centrality of pupil identity: A response to Dr Badger.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+of+Education+Review%22">Psychology of Education Review</searchLink>. Spring2026, Vol. 50 Issue 1, p18-22. 5p.
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  Data: <searchLink fieldCode="DE" term="%22Ableism%22">Ableism</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Discrimination+%28Sociology%29%22">Discrimination (Sociology)</searchLink><br /><searchLink fieldCode="DE" term="%22School+bullying%22">School bullying</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br /><searchLink fieldCode="DE" term="%22Power+%28Social+sciences%29%22">Power (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Anti-bullying+movements%22">Anti-bullying movements</searchLink>
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  Data: The article critically examines school bullying involving disabled pupils, emphasizing that such bullying is deeply rooted in ableism—the structural and psychological oppression of disabled people. It highlights limitations in current definitions and whole-school anti-bullying programs, which often overlook systemic ableist norms and focus narrowly on interpersonal behaviors. The author argues for explicitly anti-ableist frameworks that address institutional discrimination, promote disabled identity and joy, and involve disabled pupils as active cultural and political agents. Effective interventions should move beyond reducing harm to fostering pride and systemic transformation, co-created with disabled students to create inclusive and empowering educational environments. [Extracted from the article]
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  Data: <i>Copyright of Psychology of Education Review is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.53841/bpsper.2026.50.1.18
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      – Code: eng
        Text: English
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        PageCount: 5
        StartPage: 18
    Subjects:
      – SubjectFull: Ableism
        Type: general
      – SubjectFull: Students with disabilities
        Type: general
      – SubjectFull: Discrimination (Sociology)
        Type: general
      – SubjectFull: School bullying
        Type: general
      – SubjectFull: Inclusive education
        Type: general
      – SubjectFull: Power (Social sciences)
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Anti-bullying movements
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      – TitleFull: Anti-bullying, ableism, and the centrality of pupil identity: A response to Dr Badger.
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              Text: Spring2026
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              Y: 2026
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              Value: 50
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