Coping Strategies for Bullying Behavior and Its Relationship to Academic Adaptability Among Students with Academic Learning Difficulties (Victims of Bullying).

Abstract

     The current study aimed to investigate the relationship between the coping strategies of students with academic learning difficulties (victims of bullying) towards bullying behavior and their academic adaptability. It also aimed to identify the strategies these students use to deal with bullying behavior, assess their level of academic adaptability, and achieve its objectives. The descriptive method was followed, utilizing the Desouki's scale for dealing with bullying behavior and the Longman's scale for academic adaptability. After applying the scales to a sample of 60 male and female students with academic learning difficulties (reading, writing, arithmetic), purposefully selected, and after collecting and statistically analyzing the data, it was found that students with academic learning difficulties who have experienced bullying behavior do not employ different strategies to deal with bullying behavior directed at them. Furthermore, their level of academic adaptability is moderate. The correlational relationship between coping strategies for school bullying behavior and academic adaptability is extremely weak and statistically insignificant.