Disablist bullying: What student teachers in Northern Ireland and the Republic of Ireland don?t know and the implications for teacher education

Abstract

This study explored the knowledge, experience, and confidence of student teachers from Northern Ireland and the Republic of Ireland in relation to disablist bullying. Adopting a mixed methodological approach of four focus groups (N = 18) and a pencil-and-paper questionnaire (N = 257), the study explored the students’ knowledge, experience, and confidence in relation to disablist bullying. Results highlight that none of the participants, in either jurisdiction, had received guidance in relation to disablist bullying as part of their Initial Teacher Education (ITE). Results highlight the need for practical, solution-focused, and evidence-based input at the level of ITE and Continuing Professional Development in both jurisdictions.