The project is divided into two phases, a knowledge phase and a products phase with the aim of publishing a suite of materials, based on research evidence as well as local practice, that schools and their partners can use to improve practice and outcomes.
The University of Cambridge Faculty of Education has led the research review that underpins the rest of the project. The review has made a comprehensive sweep of the best literature on this issue to answer one central question; what does the evidence say are the most effective approaches that schools can take to preventing and responding to the bullying of children with SEN and/or disabilities? In addition, the research also questions what evidence there is that children and young people with SEN or disabilities are disproportionately vulnerable to experiencing bullying within the school context. What is it about this group of children in respect of their vulnerability to bullying (in the context of their interactions with peers), and what does the evidence tell us about the challenges that schools face in preventing and responding to the bullying of children with SEN or disabilities.
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