Bullying experiences and coping strategies of special needs students in inclusive education: A qualitative study from a resource-constrained country.

Bullying has become a global concern. It becomes more pertinent for the case of students with special education needs (SWSEN), particularly in resource-constrained countries. The current study examined the bullying experiences and coping strategies of SWSEN in inclusive education. The research design of the present qualitative study was phenomenology. Ten SWSEN aged 18 to 22 years, enrolled in higher secondary schools, were selected using a purposive sampling technique. The data were collected using a semi-structured interview protocol. The data were analyzed using NVivo, and thematic analysis was employed to identify three main themes: bullying experiences, adjustment challenges, and coping strategies. Students reported frequent verbal harassment and social exclusion, which undermined their sense of belonging and participation. Limited teacher support, overcrowded classrooms, and inadequate resources hindered their adjustment. Coping strategies were primarily avoidance through silence or withdrawal, and seeking support from teachers, peers, or family, though outcomes varied depending on the responsiveness of support systems. The study concludes that bullying against SWSEN is a social and institutional problem, demanding that inclusion go beyond enrolment policies. The present study fills the gap in how inclusive education is compromised by bullying. Findings highlight the need for teacher training, policy reforms, and broader societal awareness.