New research from the University of New Hampshire found children with disabilities face different types of peer harassment depending on whether they have intellectual or physical disabilities.

Researchers surveyed 791 children between the ages of 10 and 20, focusing on incidents of peer harassment, a broader term that doesn’t always include traditional hallmarks of bullying, such as repetition and power imbalance.

Those with learning disabilities were more likely to be harassed in person, while children with physical disabilities were more likely to experience online harassment. Those with depression were more likely to report harassment taking place both online and in person.

Why the differences?

“We don’t know for sure,’’ said Melissa Wells, the report’s primary author. “Kids with disabilities are not just one group of kids.’’

Kimberly Mitchell, a coauthor on the report, said children who experienced mixed forms of harassment felt much more distress than those solely harassed online. When an incident takes place online, it’s usually a one-time interaction with someone the child does not know, she said. Harassment taking place both online and in person is often a longer-term issue involving someone the victim knows well.

“These things that go on longer, and involve people they know could potentially get a little out of control,’’ said Mitchell. “We need a way to identify these more serious episodes.’’

The findings were published earlier this month in the national journal Children & Schools.

The new research highlights the role that rapidly changing technology plays in the lives of young people. Mitchell compared the recent study to her research on the topic in the early 2000s.

“When we asked kids about how they used technology back then, it was really black and white,’’ Mitchell said. “Harassment was either online or in person.’’

Wells hopes the study will open the door for educators and social workers to take technology into consideration when assessing incidents occurring on school grounds. Solutions could include school-based programs, such as peer-to-peer initiatives or leadership development efforts for students.

Wells doesn’t rule out the possibility of technology as protection against peer harassment. For example, supportive online communities could be set up for youths with specific disabilities, she said.

Children often feel adults are out of touch with the subtleties of online communication and technology. However, Wells hopes more research will foster conversation between generations.

“It’s almost a literacy we have to teach youths,’’ she said. “Who can intervene? How can adults intervene? How can we be genuine?’’

Ysabelle Kempe can be reached at ysabelle.kempe@globe.com.