Motivational aspects of bullying of children with special needs in the educational process

This study examines the key motivational factors that lead to bullying against children with special educational
needs in both inclusive and special educational environments. The present study empirically examines the
motivational aspects of bullying. The research employed a structured survey involving 40 participants with
relevant experience in inclusive education: teachers, psychologists, school administrators, and parents of
children with special educational needs. The thematic analysis method was used to analysis the data. The
analysis revealed that aggressive behaviour in school settings is often shaped by external social influences,
particularly peer dynamics and exposure to digital media. Additional contributing factors include psychological
maladjustment among perpetrators and inadequate responses from adults in educational contexts. Victimization
is frequently associated with the limited self-defence capacity and social integration challenges faced by students
with special needs.