The Role of Social Support in Children with Dyslexia Who Experience Bullying A Qualitative Case Study of Elementary School Students
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Abstract
Children with dyslexia who experience bullying may face psychological and social challenges that affect their self-confidence, social interactions, and school engagement. Social support may serve as an important protective resource in helping these children cope with bullying experiences and develop psychological resilience. This study aims to explore the forms and sources of social support received by children with dyslexia who have experienced bullying and examine how such support contributes to their psychological resilience. Using a qualitative case study design, the research was conducted at two Islamic elementary schools in Central Java. Data were collected through observations, semi-structured in-depth interviews, and document analysis involving children with dyslexia, their parents, teachers, and peers. The data were analyzed thematically following Braun and Clarke's six-phase approach. The findings reveal four interconnected dimensions of social support: emotional, instrumental, informational, and appraisal support. Emotional support provides a sense of security and acceptance, while instrumental support addresses children's individual learning needs through adapted instructional approaches. Informational support helps children develop a positive understanding of dyslexia, whereas appraisal support strengthens their self-confidence, competence, and motivation through recognition and encouragement. The findings highlight the importance of collaboration among families, teachers, and peers in creating supportive educational environments. This study suggests that comprehensive and context-sensitive social support can contribute to strengthening psychological resilience among children with dyslexia who experience bullying.
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