School-Based Diversity Education Activities and Bias-Based Bullying Among Secondary School Students

Bias-based bullying (e.g., bullying related to race, weight, sexual orientation) is a common experience among youth, yet few school-based prevention programs explicitly address this type of bullying. This study explores whether schools that offer diversity education activities have lower rates of bias-based bullying among students compared to schools that do not offer these activities. Data came from two sources: the 2018 CDC School Profiles Survey ( N = 216 schools) and the 2019 Minnesota Student Survey ( N = 64,510 students). Multilevel logistic regression tested associations between diversity education activities (diversity clubs, lessons, or special events) and eight types of bias-based bullying among students, with attention to effect modification by relevant demographic characteristics. Students attending schools that offer a wider variety of diversity education opportunities had significantly lower odds of bullying about race, ethnicity, or national origin among boys of color ( OR = 0.89, CI: 0.80, 1.00), about sexual orientation for gay, bisexual, and questioning boys ( OR = 0.81, CI: 0.67, 0.97), and about disability for boys with a physical health problem ( OR = 0.86, CI: 0.76, 0.99). Attending a school with more types of diversity education activities may protect vulnerable students against specific types of bias-based bullying and advance health equity. A diversity education is recommended as a key component of antibullying efforts and policy.

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The role of GSA participation, victimization based on sexual orientation, and race on psychosocial well‐being among LGBTQ secondary school students

Psychology in the Schools ◽

10.1002/pits.22544 ◽

2021 ◽

Author(s):

Nhan L. Truong ◽

Adrian D. Zongrone

Keyword(s):

Sexual Orientation ◽

Secondary School ◽

Secondary School Students ◽

Well Being ◽

School Students

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A study on prevalence of alcohol consumption among higher secondary school students in Theni district, Tamil Nadu

International Journal of Basic & Clinical Pharmacology ◽

10.18203/2319-2003.ijbcp20200168 ◽

2020 ◽

Vol 9 (2) ◽

pp. 226

Author(s):

Shankareswari S. ◽

Jayapriya B. ◽

Sandeep K. ◽

Lourdu Jafrin A.

Keyword(s):

Alcohol Consumption ◽

Alcohol Use ◽

Secondary School ◽

Rural Areas ◽

Tamil Nadu ◽

Contributing Factors ◽

School Students ◽

School Based ◽

Effective Interventions ◽

Validated Questionnaire

Background: Studies show that in India, the health loss from alcohol will grow larger, unless effective interventions are implemented. Initiation of alcohol intake starts from a very early age and is higher in rural areas. The best way to reduce alcoholism is prevention rather than curing the already addicted persons. For this we need to know the magnitude of this problem. This study is aimed at estimating the prevalence, identifying the causative and contributing factors of alcoholism among higher secondary school children of Theni district.Methods: A self-administered validated questionnaire was given to the male school students of 15 to 17 years (XI and XII students) to assess the prevalence and pattern of alcohol use among them. The questionnaire was prepared with reference from the global school-based student health survey (GSHS), the alcohol use disorders identification test (AUDIT) questionnaire and the cut-annoyed-guilty- eye (CAGE) questionnaire. Data analysis was done using software OpenEpi, Version 3.Results: A total of 500 students were analyzed with a response rate of 94% (n=470). The overall prevalence of alcohol use was found to be 31.06%. Nearly 70% had the possibility of alcoholism and should be investigated further for severity of alcohol use, 30% had impaired control over drinking almost daily and 17% had injury or injured someone because of drinking.Conclusions: The mean age of initiation of alcohol consumption is decreasing and the number of alcohol consumers is increasing.

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Diversities in Group Specialty Practice

Specialty Competencies in Group Psychology ◽

10.1093/med:psych/9780195388558.003.0011 ◽

2013 ◽

pp. 208-226

Author(s):

Sally H. Barlow

Keyword(s):

Socioeconomic Status ◽

Sexual Orientation ◽

Group Intervention ◽

Intervention Strategies ◽

National Origin ◽

Practice Group ◽

Specialty Practice ◽

Race Ethnicity ◽

Group Therapies

Chapter 11 details diversities in group specialty practice. Group therapies and other group intervention strategies are uniquely positioned to focus on issues of diversity, those issues of multiculturalism such as race, ethnicity, national origin, gender, sexual orientation, socioeconomic status, and age.

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Academic Burnout and Academic Achievement among Secondary School Students in Kenya

Education Research International ◽

10.1155/2020/5347828 ◽

2020 ◽

Vol 2020 ◽

pp. 1-6

Author(s):

Syprine Oyoo ◽

Peter Mwaura ◽

Theresia Kinai ◽

Josephine Mutua

Keyword(s):

Academic Achievement ◽

Secondary School ◽

Secondary School Students ◽

Maslach Burnout Inventory ◽

Student Survey ◽

School Students ◽

Academic Burnout ◽

Context Data ◽

Academic Grades ◽

The Relationship

The study examined the relationship between academic burnout and academic achievement among secondary school students in the Kenyan context. Data were collected from 714 form 4 students (equivalent to 12th graders) drawn from 31 public secondary schools. The Maslach Burnout Inventory Student Survey was used. Academic achievement was measured using students’ grades in end of term examinations. The results of the Pearson product moment correlation of coefficient revealed a significant inverse relationship between academic burnout and academic achievement (r (712) = −0.24, p<0.01). Furthermore, regression analysis revealed that academic efficacy significantly predicted academic achievement (β = 0.18, p<0.01). A key implication of the findings is that examination-oriented approach to learning be reduced to ease the pressure exerted on learners for good academic grades.

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