<![CDATA[Bullying of children with special needs persists as an issue in the execution of inclusive education in elementary schools. Children with special needs, who encounter obstacles in communication, social interaction, and adaptive skills, are more susceptible to bullying, which can adversely impact their psychological, social, and academic development. This study seeks to examine the manifestations of bullying, its underlying causes, effects, and prevention strategies for children with special needs in elementary school environments using a Systematic Literature Review (SLR) methodology. This study adheres to the PRISMA 2020 guidelines for the identification, selection, and analysis of articles. Data were sourced from the Google Scholar, Garuda, Scopus, and SINTA databases, encompassing publications from 2020 to 2026. Seven articles were identified and analyzed through thematic analysis based on the established inclusion and exclusion criteria. The findings demonstrate that bullying of children with special needs manifests as verbal, physical, social, and cyberbullying. The primary contributing factors encompass social stigma, communication obstacles, insufficient comprehension of diversity, inequitable peer relationships, a lenient school culture, and inadequate supervision. The effects of bullying were identified in the psychological, social, academic, emotional, and behavioral domains of students. Bullying prevention for students with special needs should be executed by enhancing an inclusive school culture, providing anti-bullying education, fostering collaboration between schools and families, and ensuring continuous psychosocial support.]]>
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