<![CDATA[In inclusive school environments, students with special needs often face various challenges regarding both academic and psychosocial aspects. One serious issue frequently experienced by these students is bullying. In Indonesia, bullying is a serious issue with a steadily rising prevalence especially children with special needs. The purpose of this study was to investigate the influence of empathy, social support, and school climate on perceptions of bullying in inclusive primary schools. The research sample was 122 fifth-grade students from 10 inclusive elementary schools in Magetan Regency, Indonesia. Data collection techniques used the Emphaty Scale, Social Support Scale, School Climate Scale, Bullying Perception Scale. Data analysis techniques using quantitative methods with regression analysis technique. The results showed that empathy, social support, and school climate collectively and simultaneously contribute to students' perceptions of bullying in inclusive elementary schools. (F=10.586; p<0.05). The practical implication of this study's findings is that efforts to prevent bullying in inclusive elementary schools should not focus solely on imposing sanctions on perpetrators. This approach will enhance students' ability to recognize bullying behavior, foster empathy for victims, and build a school culture that rejects all forms of bullying.]]>
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