Challenges in inclusion: Peer acceptance, rejection, belonging and bullying among SEND students in Chinese rural schools

Abstract

This study examines the inclusion experiences of children with Special Educational Needs and Disabilities (SEND) in rural Chinese primary schools, focusing on peer acceptance, rejection, belonging and bullying. A quantitative approach was adopted, involving 579 pupils aged 7–12 from seven rural schools. Data were collected using the Social Inclusion Survey (SIS), the ‘Guess Who’ peer nomination tool, the Belonging Scale and the Bullying and Victimisation Scale. The findings reveal that SEND pupils experience significantly higher levels of peer rejection and lower peer acceptance in both academic and social contexts. They report a weaker sense of belonging compared to their non-SEND peers, with pupils with multiple SEND facing the greatest social challenges. The study also highlights an increased risk of victimisation and aggression among SEND pupils. Peer perceptions further indicate that pupils with SEND have lower ratings for cooperation and leadership, as well as being perceived as more disruptive, reinforcing patterns of exclusion.