軽度の知的障害のある生徒と、インクルーシブな初等教育におけるいじめとの関係

This study investigated the relationship between bullying victimization and depressive symptoms among students with mild intellectual disabilities enrolled in inclusive primary schools in Mecca, Saudi Arabia, with particular attention to gender differences. A descriptive correlational-comparative design was employed. The sample comprised 68 students with mild intellectual disabilities (28 males and 40 females), aged 7-14 years, selected using purposive sampling. Data were collected using the Bullying Victim Scale (El-Sayed, 2021) and the Perceived Depression Symptoms Scale for Students with Intellectual Disabilities (Mubarak, 2016). Nonparametric analyses were conducted due to the ordinal nature of the data. Spearman's correlation analysis revealed a strong positive association between bullying victimization and depressive symptoms (r = 0.708, p < .05), indicating that higher levels of bullying exposure were associated with increased depressive symptomatology. Mann-Whitney U tests demonstrated statistically significant gender differences, with female students reporting higher levels of both bullying victimization and depressive symptoms compared to male students. These findings identify bullying victimization as a substantial mental health risk factor for students with mild intellectual disabilities in inclusive primary school settings. The study underscores the importance of early psychological screening, gender-responsive mental health support, and disability-sensitive anti-bullying interventions to promote emotional well-being and safe learning environments within inclusive education systems.