School is often perceived as a place of learning and socialization, a first step towards the adult world. However, for some children, what should be a field of discovery turns into a hostile arena. The playground, with its codes and group dynamics, can become a true jungle where the law of the strongest, or the most popular, prevails. At the heart of this dynamic lies a often silent but deeply destructive issue: the link between bullying and cognitive fragility.
Students with learning disabilities, attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), or any other particularity that affects their way of processing information, communicating, or interacting, are overexposed to the risk of bullying. Their difference, often invisible to the untrained eye, places them in a position of vulnerability. Understanding this link is the first essential step to building a fortress of kindness around these children and allowing them to thrive, not only despite their difference but also because of it. This article is addressed to you, parents, teachers, educators, to help you decipher this reality and take concrete action.
Bullying does not choose its victims at random. It feeds on difference, the perception of weakness, non-conformity to the group's norm. Students with cognitive fragility are, unwittingly, perfect candidates for bullies, as their very functioning sets them apart.
What is cognitive fragility?
Before going further, it is essential to define what we mean by "cognitive fragility." This term is not a diagnosis in itself, but rather a concept that encompasses various conditions affecting higher cognitive functions. Imagine the brain as an extremely complex control tower. In most people, communications between different sections are fluid. For a student with cognitive fragility, some connections may be slower, require more energy, or follow a different path.
This can include:
- The "DYS" disorders (dyslexia, dyspraxia, dysphasia, dyscalculia) that affect reading, movement, language, and calculation respectively.
- Attention Deficit Hyperactivity Disorder (ADHD), which impacts concentration, impulsivity, and self-control.
- Autism Spectrum Disorder (ASD), particularly forms without intellectual disability, characterized by difficulties in social interactions and communication.
- High Intellectual Potential (HPI), which, despite superior intellectual abilities, is often accompanied by hypersensitivity, a mismatch with peers, and difficulties in managing emotions.
These particularities are in no way signs of lesser intelligence. They simply represent a different way of thinking, learning, and being in the world.
Why are these students targets?
The vulnerability of these students does not stem from a weakness of character, but from the manifestations of their condition. A bully seeks a reaction, a weakness to exploit. Students with cognitive fragility inadvertently provide several.
A dyspraxic child, for example, may be clumsy, drop their belongings, or struggle to dress after sports. These actions, trivial for most, become excuses for repeated mockery: "the clumsy one," "the one who can't do anything with their hands."
A student with ADHD may be impulsive, interrupt, or fidget in their chair. Their lack of filter may lead them to say things without thinking, making them easy to provoke. Other students may interpret this as "weird," "annoying," or "rude," and exclude them.
A young autistic person may have difficulty understanding implicit social codes, irony, or double meanings. They may take things literally, which amuses bullies who exploit this naivety. Their need for routine or specific interests can also be a source of ridicule.
These students often struggle more to decode non-verbal language, to understand hidden intentions behind a mocking smile or false kindness. They are therefore less equipped to identify and counter the first attempts at manipulation or intimidation, making them easy prey.
The vicious circle: a destructive mechanism
Bullying is not just a consequence of cognitive fragility; it exacerbates it. Once set in motion, a vicious circle is established, where cause and effect mutually feed each other, trapping the child in a downward spiral.
From difference to isolation
The first step in this mechanism is often isolation. Repeated mockery and rejection push the student to withdraw into themselves. They avoid interactions to no longer endure the jabs. The playground becomes a place of intense stress where they try to be as inconspicuous as possible. This isolation, in turn, reinforces their position as "different" and further marks them in the eyes of the group. They become "the one who is always alone," an even more obvious target as they lack social support from their peers.
The impact of stress on learning
Bullying generates chronic stress. Today, we know that stress has a direct and devastating impact on cognitive abilities. Under the influence of cortisol, the stress hormone, the brain goes into "survival mode." Resources are then allocated to vital functions (fleeing or fighting), to the detriment of higher functions such as memory, concentration, and problem-solving, which are managed by the prefrontal cortex.
For a child who already has learning difficulties, this is a double penalty. The dyslexic student, anxious at the thought of being called on in class, will see their reading difficulties exacerbated by stress. The student with ADHD, constantly on edge, will no longer be able to concentrate on the teacher's explanations. Thus, bullying not only causes psychological harm; it actively sabotages the child's efforts to succeed in school, further aggravating their initial difficulties.
The loss of self-esteem: a silent burden
Perhaps the most insidious consequence is the destruction of self-esteem. After hearing that they are "useless," "stupid," "incapable," the child eventually internalizes it. Their self-perception becomes a shattered mirror, reflecting the distorted image that their bullies project onto them. They begin to doubt their own abilities, even in areas where they excelled.
This loss of confidence paralyzes them. They no longer dare to participate in class for fear of making a mistake, they no longer try new activities for fear of failure. They internalize the message that their difference is a flaw. This narcissistic wound is deep and can take years to heal, long after the bullying has stopped.
Invisible scars: long-term consequences
The effects of bullying on a cognitively fragile student do not disappear with the end of the school year. The bruises on the soul often take longer to heal than the bruises on the body. The consequences extend far beyond the walls of the school, into adult life.
In terms of education and employment
The first visible impact is often school dropout. School becomes such an anxiety-inducing place that absenteeism increases, grades drop, and the very idea of studying becomes unbearable. Some young people drop out of school prematurely, thus limiting their future prospects. Even for those who persevere, the trauma can influence their career choices, pushing them to opt for solitary professions or those below their potential to avoid group dynamics they associate with suffering.
In terms of psychological and social aspects
The psychological consequences are profound and lasting. High rates of anxiety disorders, depression, social phobia, and even post-traumatic stress disorder (PTSD) are observed among former victims of bullying. Trust in others is shaken. How can one form healthy relationships when they have learned to distrust their peers, to anticipate betrayal or mockery? Many adults who were victims of bullying struggle to build solid friendships and fulfilling romantic relationships, carrying the weight of this mistrust like an armor that has become too heavy.
Detecting weak signals: a crucial role for adults
The child who is a victim of bullying rarely speaks up. They feel ashamed, fear retaliation, or think that no one can do anything about it. It is therefore up to you, the adults around them, to become detectives of distress. You need to learn to spot signals, even the most discreet, that betray their suffering.
Behavioral changes at home
Your home is their refuge. If the danger comes from outside, it is often within this refuge that the first signs appear. Be attentive to these changes:
- Refusal to go to school: "School phobia" is often the most obvious symptom. The child complains of stomach or head aches in the morning, looks for every excuse not to go.
- Decline in academic performance: A sudden and unexplained drop in grades should alert you. It is not necessarily laziness, but perhaps a sign of a mind too preoccupied with fear to be able to learn.
- Sleep and appetite disturbances: Nightmares, insomnia, loss or increase in appetite are classic manifestations of anxiety.
- Irritability and aggression: A child who suffers violence may become violent themselves with siblings or parents. It is a way to externalize the suffering they cannot express otherwise.
- Loss or damage of belongings: Torn clothes, school supplies that "disappear" regularly may be signs of extortion or physical intimidation.
Observable signs at school
For teachers and school staff, observation during unstructured moments (recess, cafeteria, between classes) is crucial. A student who systematically isolates themselves, who is always the last chosen in team games, who seems anxious or who flinches at the slightest contact should draw your attention. Observe the group dynamics: who is the leader? Who is sidelined? Micro-aggressions (a contemptuous look, a whisper, an "accidental" trip) are often more numerous than direct aggressions.
The importance of listening without judgment
If your child confides in you, how you react is crucial. Avoid phrases that minimize their experience, such as "It's not that bad," "Just ignore them," or "Stand up for yourself." These pieces of advice, although well-intentioned, send the message to the child that their suffering is not legitimate and that they are responsible for the situation. Welcome their words with empathy. Validate their emotions: "I understand that you are scared/sad/angry. What you are experiencing is unacceptable and we will find a solution together." Your unconditional support is the first stone in their reconstruction.
Breaking the chain: strategies and concrete actions to protect
Detecting the problem is one thing, solving it is another. The fight against bullying of vulnerable students requires coordinated and determined action from all stakeholders: the school, parents, and even other students.
The fundamental role of the school
The school cannot be a mere spectator. It has the responsibility to ensure the safety of every student. This involves a zero-tolerance policy towards bullying, clearly displayed and enforced.
- Training staff: All adults in the establishment, from teachers to supervisors, must be trained to detect bullying and understand the specifics of cognitive disorders.
- Establishing a clear protocol: What happens when a case is reported? Who is the contact person? How are victims, bullies, and witnesses taken care of? Methods like "shared concern" (Pikas method) can be very effective in resolving situations without direct confrontation, holding bullies accountable.
- Promoting a culture of inclusion: The school must celebrate diversity. Organizing awareness days about disabilities, "DYS" disorders, and autism helps demystify these differences and develop empathy among students.
Supporting the victim: strengthening their foundations
Helping the victim does not only mean protecting them, but also giving them tools to strengthen themselves. Their foundations have been shaken; they need help to rebuild them.
- Specialized support: Ensure that the child receives the necessary support for their cognitive difficulties (speech therapist, psychomotor therapist, psychologist). A child who better understands their own functioning and progresses in their learning gains confidence.
- Developing social skills: Social skills groups can help the child better understand communication codes, know how to start a conversation, recognize irony, and assert themselves non-aggressively.
- Finding a domain of excellence: Encourage the child to engage in an extracurricular activity where they feel competent and valued (sports, art, music, coding club...). Success in one area can compensate for difficulties encountered in another and become a major source of self-esteem.
Involving parents: an essential partnership
You, parents, are your child's first defenders. Your role is crucial. Collaborate closely with the school. Request regular meetings, document each incident (date, location, people involved, words spoken). Be persistent. Your involvement shows your child that they are not alone and that their suffering is taken seriously. At home, continue to reinforce their self-esteem by valuing their efforts more than their results, highlighting their qualities, and reminding them of your unconditional love.
Raising awareness among other students: the power of witnesses
The silent majority of students, the witnesses, hold the key to ending bullying. If they do not intervene, their silence is a tacit approval. It is therefore essential to raise their awareness and hold them accountable. Explain to them that doing nothing is allowing it to happen. Teach them simple strategies to intervene without putting themselves in danger: seek out an adult, divert attention, or simply approach the victim and offer to leave with them. By transforming passive witnesses into active allies, we change the group dynamic and isolate the bully, not the victim.
In conclusion, protecting cognitively fragile students from school bullying is a moral imperative and a collective responsibility. It is not about overprotecting "weak" children, but about recognizing and compensating for a situational vulnerability. It is by weaving a safety net made of vigilance, empathy, training, and action that we can transform the school into what it should be for all: a safe place where every difference is a wealth and where every child has the right to grow without fear.
The article "School Bullying and Cognitive Fragility: Protecting Vulnerable Students" highlights the importance of protecting students who present cognitive fragilities against school bullying. A related topic is addressed in the article The daily life of a person with Alzheimer's, which explores the daily challenges faced by individuals with this neurodegenerative disease. Although the contexts are different, both articles emphasize the need for appropriate support for vulnerable individuals, whether they are students or elderly people, to provide them with a safe and caring environment.
