scholarly journals Bullying in school environment: the educators’ understanding

2020 ◽  
Vol 30 (1) ◽  
pp. 58-64
Author(s):  
Felipe Soares Salgado ◽  
Wanderlei Abadio de Oliveira ◽  
Jorge Luiz Da Silva ◽  
Beatriz Oliveira Pereira ◽  
Marta Angélica Iossi Silva ◽  
...  
Keyword(s):  
Public Schools ◽  
School Environment ◽  
Formal Education ◽  
School Context ◽  
School Bullying ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Data Set ◽  
Education Professionals ◽  
The Family

Introduction: Bullying is a type of violence between peers characterized by intentionality, repetition and imbalance of power between victims and aggressors. The occurrence of bullying in the school context impairs students' learning and healthy development. Objective: To analyze the educators' understanding of bullying in the school environment. Methods: Cross-sectional and qualitative study carried out with 16 educators (principals, deputy principals, pedagogical coordinators and teachers) from two public schools in a city in the interior of the state of Minas Gerais, Brazil. Semi-structured interviews that followed a script produced from indications in the specialized literature were conducted. The content of the interviews was recorded and transcribed in full. The interpretation of the data followed the assumptions of content analysis, in its thematic modality, considering the following steps: pre-analysis, exploration of the material, treatment of results and interpretation. Results: Three thematic categories were identified: 1) The centrality of families in the problems of schools in relation to the conception of educators; 2) Beliefs that establish explanatory links for bullying; and 3) Intervention actions developed in relation to bullying. The results show that educators' beliefs hold families exclusively responsible for school problems and bullying. These conceptions stem from situations experienced in everyday life or from speeches of other education professionals who reiterate the absence of families and the little parental involvement in the issues of formal education of children as the major problem. Narratives of this nature denote the absence of an expanded understanding of bullying and its complexity. In addition to the family, the educators pointed out the influences of personality, the media and social standards as factors that can explain the involvement of students in bullying situations. For the participants, the most effective responses to minimize or respond adequately to school bullying require the participation of the family and some did not believe that the school could do something effective alone. In the data set, it was noticed that the educators' beliefs and understandings about the problem of bullying prevent measures aimed at school aspects, which are more proximal to the occurrence of bullying, from being implemented. Conclusion: It is concluded that the investigated educators need to expand their understanding of bullying, in order to develop effective actions to face this phenomenon in schools, which also include the participation of families.

LGB-Parent Families and the School Context

2016 ◽  
pp. 99-114
Author(s):  
Abbie E. Goldberg
Keyword(s):  
Academic Achievement ◽  
Social Class ◽  
Social Functioning ◽  
School Environment ◽  
School Context ◽  
Geographic Location ◽  
Multiple Contexts ◽  
The Family ◽  
Race Ethnicity ◽  
And Bisexual

Children are influenced by multiple contexts, including their families and schools. Research on children with lesbian, gay, and bisexual (LGB) parents has primarily focused on their experiences within their families, with little attention to experiences in the school context. The lack of research on the family–school interface of LGB parent families is troubling because these families are vulnerable to marginalization, exclusion, and stigma in the broader society, which likely extend to the school environment. This chapter reviews research on the academic achievement, social functioning, and bullying of children with LGB parents. When relevant, the author emphasizes race/ethnicity, social class, geographic location, and other key social locations that may shape the experiences of LGB–parent families, then addresses research on LGB parents themselves, including their experiences in selecting and interacting with their children’s schools. The chapter ends with recommendations for educators and practitioners who may encounter LGB parent families.

scholarly journals The causes of bullying: results from the National Survey of School Health (PeNSE)

2015 ◽  
Vol 23 (2) ◽  
pp. 275-282 ◽  
Author(s):  
Wanderlei Abadio de Oliveira ◽  
Marta Angélica Iossi Silva ◽  
Flávia Carvalho Malta de Mello ◽  
Denise Lopes Porto ◽  
Andréa Cristina Mariano Yoshinaga ◽  
...  
Keyword(s):  
Public Schools ◽  
National Survey ◽  
School Health ◽  
Epidemiological Survey ◽  
Cross Sectional Study ◽  
School Bullying ◽  
Cross Sectional ◽  
9Th Grade ◽  
Private And Public ◽  
Brazilian Students

Objective: to identify the characteristics and reasons reported by Brazilian students for school bullying. Method: this cross-sectional study uses data from an epidemiological survey (National Survey of School Health) conducted in 2012. A total of 109,104 9th grade students from private and public schools participated. Data were collected through a self-applied questionnaire and the analysis was performed using SPSS, version 20, Complex Samples Module. Results: the prevalence of bullying was 7.2%, most frequently affecting Afro-descendant or indigenous younger boys, whose mothers were characterized by low levels of education. In regard to the reasons/causes of bullying, 51.2% did not specify; the second highest frequency of victimization was related to body appearance (18.6%); followed by facial appearance (16.2%); race/color (6.8%); sexual orientation 2.9%; religion 2.5%; and region of origin 1.7%. The results are similar to those found in other sociocultural contexts. Conclusion: the problem belongs to the health field because it gathers aspects that determine the students' health-disease-care continuum.

scholarly journals Education Policy for Migrant Children in Thailand and How It Really Happens; A Case Study of Ranong Province, Thailand

2019 ◽  
Vol 16 (3) ◽  
pp. 430 ◽  
Author(s):  
Titiporn Tuangratananon ◽  
Rapeepong Suphanchaimat ◽  
Sataporn Julchoo ◽  
Pigunkaew Sinam ◽  
Weerasak Putthasri
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Health Care Providers ◽  
School Health ◽  
Formal Education ◽  
Culturally Sensitive ◽  
Migrant Children ◽  
Care Providers ◽  
Cross Sectional ◽  
Thai Government

Health and education are interrelated, and it is for this reason that we studied the education of migrant children. The Thai Government has ratified ‘rights’ to education for all children in Thailand since 2005. However, there are gaps in knowledge concerning the implementation of education policy for migrants, such as whether and to what extent migrant children receive education services according to policy intentions. The objective of this study is to explore the implementation of education policy for migrants and the factors that determine education choices among them. A cross-sectional qualitative design was applied. The main data collection technique was in-depth interviews with 34 key informants. Thematic analysis with an intersectionality approach was used. Ranong province was selected as the main study site. Results found that Migrant Learning Centers (MLCs) were the preferable choice for most migrant children instead of Thai Public Schools (TPSs), even though MLCs were not recognized as formal education sites. The main reason for choosing MLCs was because MLCs provided a more culturally sensitive service. Teaching in MLCs was done in Myanmar’s language and the MLCs offer a better chance to pursue higher education in Myanmar if migrants migrate back to their homeland. However, MLCs still face budget and human resources inadequacies. School health promotion was underserviced in MLCs compared to TPSs. Dental service was underserviced in most MLCs and TPSs. Implicit discrimination against migrant children was noted. The Thai Government should view MLCs as allies in expanding education coverage to all children in the Thai territory. A participatory public policy process that engages all stakeholders, including education officials, health care providers, Non-Governmental Organizations (NGOs), MLCs’ representatives, and migrants themselves is needed to improve the education standards of MLCs, keeping their culturally-sensitive strengths.

The Role of the Perceptions of School Climate and Teacher Victimization by Students

2017 ◽  
Vol 35 (23-24) ◽  
pp. 5526-5551 ◽  
Author(s):  
Francis L. Huang ◽  
Colleen Lloyd Eddy ◽  
Emily Camp
Keyword(s):  
Special Education ◽  
Public Schools ◽  
School Climate ◽  
Fixed Effects ◽  
Administrative Support ◽  
The United States ◽  
School Bullying ◽  
Data Set ◽  
Teacher Victimization ◽  
K 12

Violence directed toward teachers in schools is relatively understudied in comparison with other school-based forms of peer aggression (e.g., school bullying). Based on the nationally representative Schools and Staffing Survey (SASS) 2011-2012, approximately 10% of K-12 public school teachers in the United States, received a threat in the past 12 months and 6% reported being physically attacked. The effects of teacher-directed violence are far reaching and affect not just the victimized teacher, but the larger community itself. In the current study, we used multilevel logistic regression models with state fixed effects to analyze the SASS data set. The analytic sample consisted of 24,070 K-12 teachers in 4,610 public schools and specifically excluded special education teachers and teachers in alternative settings (i.e., online schools, special education centers, juvenile correction facilities). Guided by authoritative school climate theory, we tested for the beneficial associations of disciplinary structure and administrative support with the reduced likelihood of a teacher being threatened or physically attacked by a student, while controlling for teacher (e.g., gender, years of experience, race/ethnicity), school (e.g., school size, percent minority enrollment), and state-level factors. Results indicated that teachers who felt supported by the administration and worked with others (i.e., the principal and other teachers) who enforced the rules consistently were less likely to be victims of threats of injury or physical attacks. Although school climate has been shown to have a positive effect on student outcomes, the current study also suggests that school climate, characterized by consistent rule enforcement and supportive administrators and teachers, may play a role in reducing the likelihood of teacher victimization.

scholarly journals A infraestrutura escolar no cerne das aulas de Educação Física: O sucateamento de sistemas públicos de ensino

2020 ◽  
Vol 28 ◽  
pp. 182
Author(s):  
Rubem Barboza Ferreira Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Teaching Practice ◽  
Physical Space ◽  
Dialectical Materialism ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Education Professionals ◽  
Adult Participants ◽  
Data Collection Technique

This article seeks to study reports (or perceptions) of students and education professionals on sports school infrastructure in the didactic-methodological process of Physical Education classes, in five municipal public schools, for the final years of elementary school in the city of Armação dos Búzios-RJ, Brazil. Historical and dialectical materialism were the philosophical frameworks used to guide this qualitative method study in the format of multiple cases studies. Semi-structured interviews were used as a data collection technique for adult participants and questionnaires to students. Content analysis of the data led to three categories of analysis: Learning, Physical Space and Teaching Practice and Materials. The results suggest that the pedagogical practice and skills of students are severely affected in Physical Education, based on inefficient material provision and the type and quality of spaces used, including non-school environments such as outdoor courts and public squares.

scholarly journals DERADIKALISASI ISLAM MELALUI PENDIDIKAN MULTIKULTURAL BERBASIS KEARIFAN LOKAL PADA MASYARAKAT CIGUGUR

2017 ◽  
Vol 22 (1) ◽  
pp. 51
Author(s):  
Muhammad Arif
Keyword(s):  
Multicultural Education ◽  
Family Environment ◽  
School Environment ◽  
Informal Education ◽  
Formal Education ◽  
Three Dimensions ◽  
Ethical Guidelines ◽  
The People ◽  
The Family ◽  
Education School

Artikel ini bertujuan untuk mendeskripsikan konteks deradikalisasi Islam melalui pendidikan multikultural berbasis kearifan lokal. Untuk maksud tersebut, dilakukan penelitian mendalam pada masyarakat Cigugur. Penelitian menghasilkan temuan bahwa sikap toleran, saling menghargai, saling menghormati, dan bahkan saling bekerja sama yang tercipta dalam kehidupan masyarakat Cigugur yang multi agama dan multikultural didukung oleh aktualisasi pendidikan multikultural berbasis kearifan lokal yang mencakup tiga dimensi, yakni dimensi waktu, dimensi tempat, dan dimensi isi. Menurut dimensi waktu, pendidikan diselenggarakan dalam tiga fase, yakni sateuacan nitis (sebelum nitis), sateuacan boboran (sebelum lahir), dan saatosna boboran (setelah lahir). Menurut dimensi tempat, masyarakat Cigugur menyelenggarakan pendidikan di lingkungan keluarga (pendidikan informal), lingkungan sekolah (pendidikan formal), dan lingkungan masyarakat (pendidikan nonformal). Sementara, menurut dimensi isi, terdapat etika sebagai pedoman dan tuntunan berperilaku sosial yakni berupa cara ciri manusia dan cara ciri bangsa. This article aims to describe the context of the de-radicalization of Islam through multicultural education based on local wisdom. For this purpose, conducted in-depth research on Cigugur society. The study produced findings that tolerance, mutual respect, and even cooperate with each other in Cigugur society that’s multi-religious and multicultural, supported by the actualization of multicultural education based on local wisdom that includes three dimensions, namely the dimension of time, the dimensions of the place, and dimensional content. According to the dimension of time, education was held in three phases, namely “sateuacan nitis” (before mariage), “sateuacan boboran” (before birth), and “saatosna boboran” (after birth). According to the dimensions of the place, the people Cigugur education in the family environment (informal education), school environment (formal education) and community (non-formal education). Meanwhile, according to the dimensions of the content, there are ethical guidelines and guidance in social behavior, namely “cara ciri manusia” and “cara-ciri bangsa”.

scholarly journals Association between family dynamics and use of alcohol, tobacco, and other drugs by adolescents

2021 ◽  
Vol 74 (3) ◽  
Author(s):  
Darine Marie Rodrigues da Silva ◽  
Diogo Timóteo Costa ◽  
Grizielle Sandrine de Araujo Rocha ◽  
Estela Maria Leite Meirelles Monteiro ◽  
Betânia da Mata Ribeiro Gomes ◽  
...  
Keyword(s):  
Public Schools ◽  
Sense Of Belonging ◽  
Family Dynamics ◽  
Illicit Drugs ◽  
Family System ◽  
Cross Sectional ◽  
Systemic Thinking ◽  
The Family ◽  
Substance Involvement ◽  
The City

ABSTRACT Objectives: to analyze, in the light of systemic thinking, the association between family dynamics and the use of alcohol, tobacco, and other drugs by adolescents throughout life. Methods: a cross-sectional descriptive study was conducted in nine public schools in the city of Recife. Three hundred and sixty-four adolescents aged 14 to 19 years participated. We used three questionnaires: The Alcohol, Smoking, and Substance Involvement Screening Test, a reduced version of the Drug Use Screening Inventory; and a sociodemographic questionnaire. Results: there was an association between parents/guardians ignoring what the child considers meaningful to him and the consumption of alcohol and tobacco by adolescents; we also verified an association between the occurrence of conflicting relationships and the consumption of illicit drugs by adolescents. Conclusions: it confirmed that disorganization in the family system, marked by impairments in emotional connections among members, and fragility in the sense of belonging are associated with the consumption of drugs in life by adolescents.

The emerging work system and strategy for skills transition in South Africa

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Olorunjuwon Michael Samuel ◽  
Tshegofatso Moagi
Keyword(s):  
South Africa ◽  
Public Perception ◽  
Policy Formulation ◽  
Research Strategy ◽  
Skills Development ◽  
Structured Interviews ◽  
Cross Sectional ◽  
Data Set ◽  
Content Type ◽  
Work System

Purpose The rapidly emerging digital work system, accentuated by technological innovation, has dramatically changed the nature of skill-sets required for employees to perform their tasks effectively at the workplaces. This paper aims to examine the skills development strategies that organizations in South Africa are adopting in the transitioning of their respective workforces to fit the skills dynamics of the emerging work system. Design/methodology/approach The paper uses the interpretive qualitative research strategy to draw evidence from semi-structured interviews conducted on 38 respondents, using the thematic analytical process to derive themes embedded in the data set. Findings Based on the strength of data analysis, this paper identified two broad themes and six sub-themes that are critical for the transformation and transition of existing pool of skills for the emerging work system in South Africa. Research limitations/implications The research lacks ability to be generalized, which is a methodological limitation that is inherently associated with cross-sectional design and qualitative strategy in terms of causality and generalizability of findings. Originality/value The main value-add of this paper is the development of evidence-based research outcomes that provide both theoretical and practical framework for skills development and transition initiatives that are imperative for policy formulation. The paper responded to, and advanced the respective works of Hirschi (2017), Sharma et al. (2021) and Barley et al. (2017), by establishing the following strategic themes that are critical for skills development and transition mechanisms in the emerging work system: stakeholder relationship, media and public perception, learning organization, higher education system, continuous skills development and technology and job losses.

Diet Quality Is Lower for Those Who Skip Lunch Among a Sample of Predominantly Black Adolescents

2020 ◽  
pp. 089011712098137
Author(s):  
Lori Andersen Spruance ◽  
Spencer Clason ◽  
Jordyn Hansen Burton ◽  
Leann Myers ◽  
Keelia O’Malley ◽  
...  
Keyword(s):  
Public Schools ◽  
Diet Quality ◽  
School Environment ◽  
Assessment Tool ◽  
Dietary Assessment ◽  
School Setting ◽  
Healthy Eating Index ◽  
School Level ◽  
Dietary Quality ◽  
Cross Sectional

Purpose: To compare the dietary quality among adolescents who skip lunch and those who do not and explore associations between school-level variables, demographic variables and lunch skipping. Design: Cross-sectional Setting: Public schools in New Orleans, Louisiana (n = 21) Participants: 718 adolescents Methods: Adolescents participated in a 24-hour dietary recall using the Automated Self-Administered 24-Hour (ASA24) Dietary Assessment Tool early in 2013. Data were converted into Healthy Eating Index (HEI-2010) scores. Mean scores were compared between students who skipped lunch and those who did not. A multilevel analysis was conducted to assess relationships between school environment, demographics, and lunch skipping. Results: Of the 718 respondents, 88.3% were Black and 15.3% skipped lunch. Students who ate lunch had a mean HEI score of 46.6 compared to a mean score of 41.7 for students who skipped lunch (p < .001). Students who skipped lunch also had significantly lower intake of total vegetables (p = .02), whole fruits (p < .001), total dairy (p = .003), total protein (p < .001). Conclusions: Skipping lunch was associated with lower quality diet, though diet quality was low among all students. Considering over 15% of the sample did not eat lunch in a closed-campus school setting, further research should consider how to encourage students to participate in the National School Lunch Program, which has the ability to increase diet quality in adolescents.

scholarly journals School Bullying Among Peers, Human Rights and the State’s Duty to Protect: The Case of Spain

2020 ◽  
Vol 28 (4) ◽  
pp. 778-804
Author(s):  
Koldo Casla
Keyword(s):  
Human Rights ◽  
Focus Groups ◽  
Relational Aggression ◽  
School Bullying ◽  
Educational Setting ◽  
Structured Interviews ◽  
Education Professionals ◽  
Human Rights Practice ◽  
Duty To Protect

Abstract Bullying among peers prevents children from enjoying their human rights in schools without the threat of aggression, harassment and discrimination. However, the States’ duty to protect children from bullying remains loudly unexplored both in academia and in human rights practice. This article begins to fill a gap by articulating the States’ duty to protect children from physical, psychological or relational aggression caused by other children in an educational setting beyond a punitive or individualistic perspective. This is the first study to operationalise the States’ duty to protect children from bullying by examining the reliability of reporting mechanisms, the accuracy and disaggregation of data, and the quality of training for education professionals and future teachers in a country, in this case, Spain. The analysis relies on rigorous empirical research with focus groups and semi-structured interviews with 139 people in three Spanish regions, including parents, children, academics, bullying survivors and education professionals.

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