Abstracts
Résumé
L’intimidation dans les écoles primaires est une préoccupation, notamment pour les élèves à besoins particuliers. Malgré l’implantation de programmes préventifs, les enseignants manquent de stratégies pour intervenir. Cette recension porte sur les interventions des enseignants face aux situations d’intimidation vécues par des élèves à besoins particuliers et leurs effets sur le taux d’intimidation et de victimisation. Quatre bases de données ont été interrogées pour un total de 417 articles. Dix de ces articles (2008 à 2019) ont été retenus et aucun ne rapporte de résultat spécifique pour les élèves à besoins particuliers. Les enseignants privilégient des stratégies non soutenues par la recherche comme la punition. Les résultats sont discutés en lien avec les besoins en recherche et en contexte réel.
Mots-clés :
- stratégie,
- intervention,
- enseignants,
- primaire,
- intimidation,
- victimisation,
- élèves avec besoins particuliers
Abstract
Bullying in primary schools is a concern, especially for students with special needs. Despite the implementation of preventative programmes, teachers are lacking intervention strategies. This review focuses on teachers’ interventions in bullying situations experienced by students with special needs and their effects on bullying and victimization rates. Four databases were searched for a total of 417 articles. Ten of these articles (2008 to 2019) were selected and none report results specific to students with special needs. Teachers prioritize strategies that are not supported by research, such as punishment. The results are discussed in relation to research and real-live needs.
Keywords:
- strategy,
- teachers,
- primary,
- bullying,
- special needs
Appendices
Bibliographie
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