Friendship and bullying patterns in children attending a language base in a mainstream school
Bibliographic record
Abstract
This study involved perceptions of bullying in six Year 7 children attending a speech and language base part‐time and the perceptions of their mainstream peers without speech and language problems. Base‐taught children and mainstreamed peers completed a bullying questionnaire and a social inclusion survey. Base‐taught children with language difficulties rated themselves three times more likely to be bullied than mainstream peers. Half of these base children, however, rated bullying as rare. These two sub‐groups differed on the number of peers willing to “hang out” with them, suggesting language difficulties and attendance at a segregated language base together are a “risk factor” for bullying whereas peer‐acceptance may be a “protecting factor”. An intervention helping children to use a “fogging” technique did not reduce bullying perceptions. It is suggested that inclusion‐oriented ecological interventions are more likely to encourage friendships and social acceptance among the wider peer group and thus may be the most effective interventions to prevent bullying.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".