Harassment In Schools Research Articles

The Effect of The Animation Video "Known and Protect Yourself" on Knowledge About Sexual Harassment in Children's Elementary School 2 Cinyawang, Patimuan District

Background: Elementary-aged children are an important period to emphasize about their own safety. This is because at that age children like to spend time with friends. This factor makes children more vulnerable to sexual abuse. Objective: To find out the educational effect of the animated video "know and protect yourself" on the knowledge of prevention of sexual harassment in children at SD N 2 Cinyawang, Patimuan. Method: The research design used was Pre Experimental with the One Group Pretest Posttest Without Control Group Design approach. The sample of this research was 70 students in grades 4 and 5 of SD N 2 Cinyawang. Results: Most respondents were female with a percentage of 50.7%. The average result of sexual harassment prevention knowledge before being given education on the animated video "Know and Protect Yourself" is 5.47, while after being given education it is 8.89. The average difference before and after is 3.42. Conclusion: There is an educational effect of the animated video "Know and Protect Yourself" on knowledge about preventing sexual harassment in children at SD N 2 Cinyawang, Patimuan District (p value 0.000).

Blurred boundaries and the hierarchization of incidents: Swedish schoolteachers’ struggles with distinguishing degrading treatment, harassment, and school bullying

ABSTRACT While the efforts of teachers are crucial for preventing and stopping degrading treatment, harassment, and bullying in schools, research has found that teachers’ understandings of such terms may vary significantly. In this qualitative study, we take a social-ecological perspective to investigate Swedish schoolteachers’ understandings of the terms degrading treatment, harassment, and bullying. The study is based on ethnographic research, which included participant observations and interviews conducted at three schools. The findings demonstrate not only the ways in which teachers blurred the conceptual boundaries between degrading treatment, harassment, and bullying, but also how such blurring was influenced by factors within the microsystem, mesosystem, exosystem, macrosystem, and chronosystem, and how the juridification of degrading treatment and harassment encouraged teachers to construct hierarchies of what they perceived to be more or less serious incidents.

Sexual harassment in schools

Richard Oldershaw, legal adviser at Coram’s Child Law Advice Service, outlines statutory guidance revisions on safeguarding in education and their impact on how schools should tackle inappropriate sexual behaviour

Transgender and Nonbinary Youths’ Experiences With Gender-Based and Race-Based School Harassment

Background: Transgender and nonbinary (TNB) students commonly experience identity-based harassment, which is associated with poorer mental health, and TNB students of color may experience harassment targeting gender, race/ethnicity, and other identities. Applying an intersectional lens to minority stress theory suggests that different forms of identity-based harassment that target different identities are interconnected. However, few studies address intersecting forms of bias experienced by TNB students of color. Purpose: The purpose of this study is to examine the interplay of racism and transphobia among TNB students by comparing experiences of racist and transphobic harassment across seven racial/ethnic groups and examining the effects of these forms of identity-based harassment on the mental health of TNB students of color. Participants: Participants were drawn from a large national sample of LGBTQ students who were enrolled in secondary school during the 2018–2019 school year. The study sample consists of all those who were TNB ( N = 6,795). The majority of the sample identified as transgender (68.7%), and just under a third identified as nonbinary, but not as transgender (31.3%). The majority were White (71.3%), and approximately a third identified as gay or lesbian (33.7%). Research Design: This quantitative study employed a multivariate analysis of covariance to examine differences in frequency of racist and transphobic harassment across racial/ethnic groups. Hierarchical linear regressions were used to examine the main effects of harassment, as well as interaction effects between these forms of harassment, on depression and self-esteem among TNB students of color. Results: Frequencies of race-based harassment were generally similar for all students of color groups and lowest for White TNB students. Frequencies of gender-based harassment were relatively higher for Native American TNB students and lower for Black and Asian American/Pacific Islander TNB students. Among TNB students of color, each form of harassment was associated with greater depression and lower self-esteem. We did not observe a significant interaction between these forms of harassment. Conclusions: Despite some differences between groups, many TNB students of color experience both racist and transphobic harassment. Experiencing both of these forms of harassment is associated with poorer mental health outcomes than experiencing one. School professionals must consider these multiple forms of bias in supporting their students at school.

Relationships between school harassment and problematic drinking in a college sample: Is need for approval a moderator?

Objectives: Examines whether a personality characteristic, need for approval, moderates the relationship between harassment exposure and alcohol misuse over time in a college sample, and compare the results between genders. Participants: Six waves of data (fall 2011 to fall 2015) were collected from 1,240 study participants sampled from eight colleges and universities in the Midwestern United States. Methods: Two-level mixed modeling was conducted separately for exposure to sexual and generalized harassment and modeled separately for women and men. Results: In men only, need for approval significantly moderated the relationship between generalized harassment and binge drinking over time, where a higher need for approval put male students at increased risk. Conclusions: Harassment is a risk factor contributing to high levels of drinking among college students. School counseling centers and mental health professionals should take this factor into consideration, as well as individual personality characteristics when addressing student health and wellness.

High school policies about sexual harassment: What's on the books and what students think

AbstractSexual harassment (SH) in schools is unwanted and unwelcome behavior of a sexual nature that, when severe, offensive, and pervasive, creates a hostile environment that is prohibited under Title IX of the Education Amendments of 1972. In the current mixed methods study, using analyses of school policies and reports, and student survey and qualitative data, we examined (a) whether public high schools’ policies about SH were in compliance with Title IX guidance, (b) whether SH policies were related to alumni's knowledge and attitudes about their schools’ SH policies, and (c) whether SH policies were related to alumni's experiences with and reporting of SH. Results indicated that, of the 172 school districts within one state, only one‐fourth of the school districts had SH policies in which SH was clearly defined and in which there were noted consequences for perpetrating SH. Despite students experiencing SH, very few students ever reported SH to an adult at school. However, of the small number of students who reported SH to an adult at school, 87.5% went to a school with an explicit SH policy. Many students stated that they did not report SH because they did not trust adults to handle it fairly or effectively.

Report: Sexual Harassment in Secondary School: Prevalence and Ambiguities

Report: Sexual Harassment in Secondary School: Prevalence and Ambiguities

Enacting whole‐school relationships and sexuality education in England: Context matters

AbstractEvidence from intervention evaluations suggests that achieving meaningful and lasting social, behavioural and attitudinal change from relationships, sex and health education (RSHE) in schools requires more than just a curriculum. Whole‐school approaches appear particularly promising since they work at multiple levels. For instance, they may: engage with carers, communities and local services; address iniquitous cultures and norms; change school policies and practices; and actively involve young people themselves. They have also been advocated to tackle sexual harassment and abuse in schools. Currently, however, such approaches have not been rigorously evaluated in the UK. This article focuses on the whole‐school elements of two recent RSHE pilot studies conducted in English secondary schools. We describe how these elements were variably enacted in different settings. We analyse contextual factors that help account for these differences, including: teacher and departmental professional identity and autonomy; broader education policy including high‐stakes testing and school inspection judgements; the significance of support staff; and staff–student relationships and partnerships. We argue that the likely impact of whole‐school approaches and RSHE in schools more generally will depend on attending to all of these factors. The paper contributes firstly to debates about the theory and practice of RSHE by highlighting the significance of processes and cultures beyond the classroom in enabling or constraining positive change. Secondly it contributes to scholarship that elucidates the role of contexts, broadly defined, in understanding the enactment of policy and practice.

"It Gives You a Feeling of Pride when You Touch Her": The Role of Masculinity in Sexual Harassment of Adolescent Schoolgirls in Tanzania.

Sexual harassment or the unwanted offensive behaviours that women and girls experience is a pervasive global challenge. Yet, there is limited evidence on the lived experiences of sexual harassment from school-based settings in sub-Saharan Africa. We explore students' perceived experiences, perpetration, and drivers of sexual harassment in schools in Mwanza, Tanzania. This study employed a qualitative research design involving 30 in-depth interviews and seven focus group discussions with 30 male and 40 female secondary school pupils aged 13-19 years. Data was analysed using a thematic approach. The findings show that experiences of sexual harassment among schoolgirls were widespread. Common forms of harassment were verbal and non-verbal gestures of a sexual nature. The desire to prove one's masculinity and peer pressure were key drivers of perpetration among schoolboys. Teachers took advantage of their positions of authority to sexually harass female pupils and employed corporal punishment to those who resisted their advances. Sexual harassment had multiple negative outcomes, including schoolgirls dropping out of school and mental health issues, such as anxiety, stress and poor academic performance. Girls rarely reported sexual harassment for fear of further victimisation and stigma from others. Sexual harassment of girls is common in secondary schools in Mwanza and is mainly driven by peer pressure and the desire to prove one's masculinity. Given its harmful effects, there is a need to implement clear policies to protect girls, support confidential disclosure and reporting and to address toxic masculinity norms among young men.

Sexual harassment in secondary school: Prevalence and ambiguities. A mixed methods study in Scottish schools.

Adolescence is characterized by identity formation, exploration and initiation of intimate relationships. Much of this occurs at school, making schools key sites of sexual harassment. Schools often lack awareness and understanding of the issue, and UK research on the topic is scarce. We explored prevalence and perceptions of sexual harassment in a school-based mixed-methods study of 13-17 year-old Scottish adolescents. A student survey (N = 638) assessed past 3-months school-based victimization and perpetration prevalence via 17 behavioral items based on the most commonly used school-based sexual harassment measure ('Hostile Hallways'). Eighteen focus groups (N = 119 students) explored which of 10 behaviors were perceived as harassing/unacceptable and why. Two-thirds reported any victimization: 64.7% 'visual/verbal' (e.g. sexual jokes) and 34.3% 'contact/personally-invasive' behaviors (e.g. sexual touching; most of whom also reported experiencing visual/verbal types) in the past 3-months. Data suggested a gateway effect, such that contact/personally-invasive behaviors are more likely to be reported by those also reporting more common visual/verbal behaviors. Some survey participants reported being unsure about whether they had experienced certain behaviors; and in focus groups, participants expressed uncertainty regarding the acceptability of most behaviors. Ambiguities centered on behavioral context and enactment including: degree of pressure, persistence and physicality; degree of familiarity between the instigator-recipient; and perception of the instigator's intent. In attempting to resolve ambiguities, students applied normative schemas underpinned by rights (to dignity, respect and equality) and 'knowingness', usually engendered by friendship. Our study confirms school-based sexual harassment is common but also finds significant nuance in the ways in which students distinguish between acceptable and harassing. School-based strategies to tackle sexual harassment must engage with this complexity.

Supporting girls and young women victims of sexual harassment in schools: “me and you and everyone we know”

PurposeThis study aims to highlight an innovative project, across three European countries, namely, Italy, Sweden and Romania, that used pictorial designs to empower young women to demand the right to live without sexual harassment.Design/methodology/approach figures in terms of race and gender of young people were produced on cards, which allowed the imagination of the viewer to interpret and discuss these images freely. Other cards had definitions and scenarios. The cards generated discussion and comments both with the young participants and educational professionals.FindingsUsing the cards produced a rich set of responses from the students. Not all recognised that what was happening between young men and women was sexual harassment. There was a need to develop the concept of empathy and personal responsibility for behaviour and etiquette between the sexes. The response from professionals also varied in terms of sympathy and understanding.Research limitations/implicationsThe three countries had different degrees of openness to addressing sexual harassment of girls in schools. The results may not be generalisable to the UK and researchers would like to use the tool developed in other countries.Practical implicationsThe focus groups with young people in schools highlighted different attitudes towards sexual harassment in girls and young women, between the young women and young men, and the variations in the three countries. There was a need to educate professionals of the long-term impact of sexual violence and harassment.Social implicationsThe research revealed the importance of producing a tool (the cards), which enabled young people to discuss sexual harassment in a focused way. Young women will gain in confidence to challenge sexual and oppressive behaviour.Originality/valueThis paper gives a voice to young people to discuss an issue, sexual harassment, that is addressed to varying degrees in the countries involved. The competition for young people to produce posters led to some amazing creative ideas.

Availability of attachment relations and safe school environment are associated with subjective well-being in 15-year-olds – with girls reporting less well-being and less equality

BackgroundUnderstanding young people’s subjective well-being, such as how they experience equality, safety, and supportive environments, is particularly important for identifying possible preventive interventions in the school context. AimThe aim of this study was to investigate similarities and differences between 15-year-old girls’ and boys’ subjective well-being, and its associations with psychosocial factors. MethodsThe study was explorative and cross-sectional. A total of 195 adolescent girls and 116 boys in Grade 9 from four Swedish junior high schools completed a questionnaire on subjective well-being; emotional support opportunities; gender equality; experience of emotional, physical, and sexual violence in close relationships; insecurity due to harassment in the school environment or on social media; and pornography consumption. ResultsCompared to boys, girls indicated worse subjective well-being and more harassment in school and on social media, and reported that boys received benefits based on gender. Boys reported higher pornography consumption compared with girls. Girls reporting decreased subjective well-being experienced more harassment on social media and in school, and more recent sexual violence. Among boys, with decreased subjective well-being, more psychological risks such as self-harm and suicidal thoughts was reported. Both girls and boys with decreased subjective well-being reported less availability of attachment and insecure close relations. ConclusionThe absence of a safe and supportive environment, such as feeling secure at school, and lack of close and trusting relationships are associated with 15-year-olds’ subjective well-being for the worse, regardless of gender. It is suggested that school personnel extend the relational possibilities in the school context.

Sexual Harassment in Schools in Lebanon

Sexual Harassment in Schools in Lebanon

An application of the ecological model to sexual harassment in informal areas of Cairo, Egypt.

Street-based sexual harassment is a prevalent but understudied form of gender-based violence that restricts women's access to public spaces. Drawing on adaptations of the ecological model that identify the root causes of gender-based violence in patriarchy, in this study, we explore the causes of street harassment in informal areas of Greater Cairo. Our analysis is based on qualitative interviews and focus groups with male and female youth aged 13-29 years, parents of youth and community leaders in two informal areas. We supplement the qualitative data with descriptive analysis of a representative, 2016 survey of youth in informal areas of Cairo that measured experiences with and attitudes toward harassment. Harassment was prevalent in the study areas, and respondents tended to place the blame for harassment at the individual level of the ecological model, particularly women's behavior. However, there were also community- and societal-level factors that contributed to the prevalence of harassment. Patriarchal norms and stigmatization of women who are harassed reinforced victim-blaming, such that most young women were afraid to report experiences of harassment due to social censure. In this context, educational or awareness raising interventions are unlikely to be effective in combating harassment, which is widely acknowledged to be a problem. Rather, interventions are needed along the different levels of the ecological model to target peer group and community norms that encourage harassment, address harassment in schools and strengthen reporting mechanisms.

Back to school: an analysis of repeat school victimization in Malmö

ABSTRACT This study examines repeat school victimization, and is an extension of previous research. The distributions of two property crimes (burglary and theft) and three crimes against the person (assault, threats and harassment) in compulsory schools are compared between municipal and independent schools in Malmö, as well as between school areas with varying economic status. The time course between incidents is compared between crime types and between areas with low and high economic status, respectively. The study is based on reported crime data, and is geographically limited to the municipality of Malmö. The data relate to the period 2015–2017. The study’s results show a skewed distribution for victimization in general, with municipal schools and schools in areas with low economic status being most affected. The majority of repeat school victimization takes place within a month of the previous incident, and this time frame applies to all four crime types. Burglaries and assaults are repeated more quickly in the most deprived areas, while for theft and threats/harassment, there is very little difference in the time course between different areas. Victimization differences and preventive implications are discussed based on the theories of routine activities, social disorganization and macro-level strain.

BETWEEN BULLYING AND OTHER VIOLENCES: EXPLORING THE SCHOOL EXPERIENCES OF IMMIGRANT AND REFUGEE CHILDREN AT ELEMENTARY SCHOOL IN DUQUE DE CAXIAS (RJ)

This article explores the main challenges faced by a small group of children from Angola and from the Democratic Republic of Congo in two elementary schools in Duque de Caxias, a municipality part of the Metropolitan Region of Rio de Janeiro. The article draws from a qualitative multi-method study conducted with children and community members. The empirical material shows that most of the Angolan and Congolese participants of this study suffer different types of peer harassment in school, as bullying and peer coercion. Moreover, the participants experience a triple kind of discrimination in school, first because they are black, second because they are outsiders, and third because they have an African background. KEYWORDS: Child Research. Formal Education. Refugee and Immigrant Children. Refugee Education.

Centering Black Girls in Sexual Harassment Research: A Community-Based Participatory Action Research Approach

According to the U.S. Department of Justice (DOJ) Bureau of Justice statistics, 1 in 4 Black girls will be sexually abused before the age of 18. The founder of the #Metoo movement, Ms. Tarana Burke, originally designed the hashtag to help bring awareness to Black women and girls from underprivileged communities that experienced rape or sexual assault. However, the phrase was co-opted by White women sharing their experience of being sexually violated or harassed on social media which resulted in Black girls’ experiences being left in the shadows, silencing their experiences. Here we describe the advocacy work of a community coalition dedicated to eradicating inequities Black girls’ experience in systems, including schools, the criminal justice system, and social services. We document our work regarding Black girls' experiences of sexual harassment in schools. We developed a community-based participatory action research project to center Black girls' perspectives about sexual harassment. We administered anonymous surveys to 45 Black girls in grades 7–12. Our findings demonstrate that girls experience a range of sexual harassment behaviors in person and online and report numerous adverse emotional, physical, and educational impacts.

Bullying and Cyberbullying in Primary School: The Impact of Gender and Student Academic Performance

(1) Background: This study examines school bullying and cyberbullying, which are unfortunate realities in our schools that require interdisciplinary, multidimensional educational interventions in order to enhance the quality of the educational process. (2) Methods: The study analyzes the results of the application of the School Harassment Questionnaire (CAES) to 494 students in the sixth year of primary school, aged between 11 and 13, in the Spanish region of Castilla-La Mancha. The results are presented for each dimension and item in the instrument, then analyzed by gender and student academic performance. (3) Results: The results indicated statistically significant differences in the variables examined, particularly in the variable Skills for Conflict Resolution. (4) Conclusions: The use of this instrument and results such as those in this study could enhance teachers’ awareness of the reality of their classrooms, from the school climate to the relational conflicts that may be present. This allows teachers to look into preventive action to encourage the comprehensive development of all students, with tutorial action being essential.

Everyone's Invited: Have we done enough?

The Everyone's Invited revelations and Ofsted's review of sexual harassment and abuse in schools has clear implications for safeguarding practice. Elizabeth Rose advises how we can review our safeguarding structures around sexual harassment, violence and abuse

School Climate Moderates the Association Between Sexual Harassment and Student Well-Being

Sexual harassment is a prevalent yet understudied challenge adolescents face in high school. Because sexual harassment is associated with negative well-being indicators like depression, substance use, and suicidality, school stakeholders must understand its potential consequences for student well-being, and how school climate might impact prevention efforts. The present study investigated whether school climate measures of disciplinary structure, student support, and engagement moderate the relationship between sexual harassment and student well-being. A statewide survey of 85,750 students (grades 9–12) in 322 high schools reported how many times in the past school year they had experienced sexual harassment. Participants also reported school climate perceptions and measures of well-being, including indicators of depression symptoms, substance use, and suicide attempts. Findings indicated that positive perceptions of school climate moderated the relations between sexual harassment experiences and student well-being. The findings from this study will provide valuable information for school stakeholders as they seek to mitigate the impact of sexual harassment in schools.