Predictors of popularity among students with intellectual disabilities: The role of prosocial and antisocial behaviours.

Background: Little attention has been given to the relationship between popularity and social behaviour among students with intellectual disabilities in special needs schools. Based on resource control theory and findings among typically developing students, we expected popularity predictors to include both prosocial and antisocial behaviours.

Method: School staff (n = 397) reported on popularity, prosocial, and antisocial behaviours of 1,125 students (Mage = 11.26 years, SD = 3.76; 69% boys) with intellectual disabilities in Swiss special needs schools.

Results: Multilevel analyses showed that students with higher prosocial and antisocial behaviours at the start of the school year were more likely to be popular by the end, even after accounting for gender, age, adaptive behaviour, and initial popularity. The effect of antisocial behaviour on popularity was stronger for boys.

Conclusion: Findings support the universality of the relationship between prosocial and antisocial behaviours with popularity. Implications for students with intellectual disabilities are discussed.