Bullying is a significant public health concern among young people, known to have strong links with mental health issues (Wolke et al., 2013). Some experts consider it a key preventable risk factor for psychiatric conditions (Arango et al., 2021). Bullying encompasses psychological, physical, and social aggression targeted at individuals of similar age, characterized by a repetitive nature and a power imbalance (Olweus, 1993). This power dynamic often stems from the perpetrators ostracizing victims based on differences like health status, disability, or LGBTQ+ identities (Pinquart et al., 2017; Sentenac et al., 2012).
While there is extensive research on bullying and its impact on mental health, studies on bullying involvement in populations with mental health or neurodevelopmental conditions are limited. Questions persist about the prevalence of different forms of bullying (perpetration, victimization, and perpetration-victimization) and the effects on mental health in these groups. Abregú-Crespo and colleagues (2024) bridged this gap through a systematic review and meta-analysis of global literature, shedding light on the vulnerabilities of children and adolescents to bullying and its repercussions.
The study screened 212 relevant articles and conducted meta-analyses to delve into these issues. The results indicated that young people with mental health or neurodevelopmental conditions had higher odds of bullying involvement across all types, with varying prevalence rates for victimization, perpetration, and perpetration-victimization. Additionally, bullying involvement was associated with adverse mental health outcomes, including internalizing, externalizing, general psychopathology, suicidality, and impaired functionality.
The study revealed that children and adolescents with mental health or neurodevelopmental conditions faced an increased risk of bullying, with those with anxiety or affective disorders more likely to be victims, while those with conduct disorders were more likely to be perpetrators.
The strengths of the study included a rigorous selection process and consideration of bidirectional effects between bullying and mental health. However, limitations included regional bias in the selected studies and heterogeneity among the included samples. Future research should aim to diversify study locations and consider neurodiversity more explicitly.
Overall, the study underscores the need for schools to provide support for young people with neurodevelopmental or psychiatric conditions and emphasizes the importance of comprehensive care in clinical practice. Understanding the complexities of these individuals’ experiences is crucial in providing effective support and addressing the challenges they may face in social interactions and mental health.
