Learning difficulties and immigrant background increase vulnerability to school bullying

Backround

School bullying has long-term public health consequences, but evidence on its association with learning difficulties is limited. We examined associations between learning difficulties and weekly school bullying by peers and school staff, and whether these associations varied by immigrant background and opportunities to talk with school adults.

Methods

We used population-based self-reported data from the School Health Promotion Study 2025 on 94,743 Finnish lower secondary students aged 13-16. Factor analysis was used to form learning difficulty groups: oral participation (e.g., answering in class), learning skills (e.g., doing homework), both, and none. Associations with weekly school bullying were examined using logistic regression.

Results

Compared with students without difficulties (peer 6.0% [5.8-6.2]; staff 4.3% [4.2-4.5], p<.001), those with both difficulties most often reported weekly peer (14.4% [13.6-15.2]) and staff bullying (12.6% [11.8-13.3]), followed by students with learning skills difficulties (peer 11.8% [11.0-12.6]; staff 10.7% [10.0-11.5]). Oral participation difficulties were linked only to more frequent peer bullying (10.3% [9.6-11.1], p<.001). Bullying exposure was highest among boys with both learning difficulties and an immigrant background (peer 24.0% [20.0-27.7]; staff 26.4% [22.4-30.3]). Among bullied students with learning difficulties, the most common forms were name-calling, humiliation, exclusion, and rumors. Opportunities to talk with school adults reduced staff bullying for all students, but peer bullying only among those without difficulties.

Conclusions

Preventing bullying among students with co-occurring learning difficulties, particularly boys and those with an immigrant background, is essential. Staff bullying highlights the need for stronger staff support. Effective prevention requires staff training, low-threshold reporting systems, and clear accountability to ensure student safety and well-being.

Key messages

• Students with learning difficulties are vulnerable to peer and staff bullying, with co‑occurring learning difficulties and an immigrant background further increasing the risk, especially for boys.

• Opportunities to talk with school adults can reduce staff bullying, but additional measures are needed to protect students with learning difficulties from school bullying.