ABSTRACT
Bullying remains a ubiquitous part of many students’ experiences as they progress through school. This is especially the case for students from marginalised groups in society. It is well-established that lesbian, gay, bisexual, transgender, or questioning youth (LGBTQ) experience more frequent victimisation than heterosexual youth (Berlan et al., 2010; Poteat et al., 2009; Williams et al., 2005), that racial and minority ethnic youth face hostility and discrimination in schools (Fisher et al., 2000; Flores et al., 2010; Grossman and Liang, 2008; Rosenbloom and Way, 2004), and that students with disabilities (Rose et al., 2009) and immigrant youth (Perreira et al., 2010) are frequent targets of victimisation. Additionally, students experience victimisation on account of their gender or gender expression, religious beliefs and other minority social identities (Grossman and D’Augelli, 2006; Russell et al., in press; Stein, 1995).
