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Cited by 61Bullying, Victimization, and AggressionBehavioral and Psychological StudiesChild and Adolescent Psychosocial and Emotional Development

Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa? A cross-lagged panel analysis

Krull, Johanna, Wilbert, Jürgen, Hennemann, Thomas·2018·European Journal of Special Needs Education
DOI 10.1080/08856257.2018.1424780
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Abstract

Social participation of pupils with special educational needs (SEN) is a central topic in the current inclusion debate. Numerous studies have shown that the risk of social exclusion is considerably higher for children with SEN compared to their peers without SEN, especially for pupils with behaviour problems (BP) or learning difficulties (LD). Since most of these studies are based on cross-sectional designs, there is a lack of knowledge regarding the direction of the effects. This leads to the question to what extent BP and LD have an impact on pupils’ social position in the class and, vice versa, to what extent the social position has an effect on the development of BP and LD. To address these questions, we analysed sociometric data of 1244 primary school children. È A cross-lagged panel analysis was conducted. The results indicate that BP and LD in 1st grade lead to significantly less social acceptance by peers in 2nd grade but do not predict significantly higher social rejection. A directed influence of LD or BP on a higher social rejection cannot be found. Conversely, neither social acceptance nor social rejection at 1st grade has an influence on the development of BP or LD at grade two.

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  • Isolation during childhood affects school performance and makes the socialization process more difficult with colleagues, creating a vicious circle between isolation and difficulty in the learning process.

    “which affects school performance and makes the socialization process more difficult with colleagues, creating a vicious circle between isolation and difficulty in the learning process. 31”

    From Social isolation and its impact on child and adolescent development: a systematic review (2022) · cites this paper as [31]

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Authors
Krull, J., Wilbert, J., & Hennemann, T.
Affiliations
  • University of Cologne (DE)
  • University of Potsdam (DE)
Corresponding author
Krull, Johanna
ORCID
Venue
European Journal of Special Needs Education
Publisher
Informa UK Limited
Published
2018-01-21
Volume
33
Issue
2
Pages
235-253
ISSN
  • 0885-6257 (ISSN-L)
  • 1469-591X
DOI
10.1080/08856257.2018.1424780
OpenAlex
W2791612137
Cited by
61
References
82
Citations by year
2026: 2 · 2025: 10 · 2024: 5 · 2023: 12 · 2022: 13 · 2021: 9 · 2020: 8 · 2019: 1 · 2018: 1
FWCI
6.43
Type
journal article
Language
en
Open access
closed
Locations
  • European Journal of Special Needs Education (publishedVersion)
  • Kölner Universitäts PublikationsServer (Universität zu Köln) (publishedVersion)
  • publish.UP (University of Potsdam) (submittedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
Keywords
social exclusion, special educational needs, behavioral problems, learning difficulties, direction of effect, elementary school students, peer relationships, inclusion

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