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

Abstract

Background 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. Methods 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. Results 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. Conclusions 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.

Utilizing library repository for sexual harassment study in Indonesia: A systematic literature review

“…According to Kendall-Tackett et al. (1993) , and Sweeting et al. (2022) , both men and adults experience trauma, increasing competence among parents regarding sexuality education plays a role, although this has challenges such as educational background and society.…”

“…Victims of sexual violence often exhibit somatic complaints without any organic basis. According to Kendall-Tackett et al (1993), andSweeting et al (2022), both men and adults experience trauma, increasing competence among parents regarding sexuality education plays a role, although this has challenges such as educational background and society. Parents also need to teach sexuality education to their children, they capable to build intimate and open communication (Nurbayani et al, 2022b).…”

The Perceptions of Sexual Harassment among Adolescents of Four European Countries

“…Sexual violence, including sexual harassment, frequently occurs in “safe” places, such as schools, where perpetrators include peers and teachers [ 1 ]. Studies have found differences in what perceived as sexual harassment according to characteristics of the behavior and context [ 2 ]. Sexual harassment is defined in the EU Directive (2006/54/EC) as “ where any form of unwanted verbal, non-verbal or physical conduct of a sexual nature occurs, with the purpose or effect of violating the dignity of a person, in particular when creating an intimidating, hostile, degrading, humiliating or offensive environment ” and it states that shall be accounted as discrimination on the grounds of sex and therefore prohibited [ 3 ].…”

“…Although there are a number of studies among adolescents about its prevalence in specific groups, their experiences and the forms of sexual harassment, which is also described more in the literature presented above, there is not plethora of studies on the perceptions of adolescents about this essential public health issue [ 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 ]. Hence, the aim of this study was to explore the perceptions that adolescents have about sexual harassment as well as how it could be prevented.…”

Efektivitas Pendidikan Kesehatan Reproduksi dengan Media Audio Visual terhadap Pengetahuan Remaja tentang Sexual Harassment di SMKN 1 Kota Dumai

“…Dalam studi dari seluruh dunia, termasuk Afrika, Asia Selatan, dan Amerika Latin, penelitian telah mendokumentasikan proporsi yang substansial dari anak perempuan yang melaporkan mengalami pelecehan dan pelecehan seksual dalam perjalanan ke dan dari sekolah, serta di lingkungan sekolah dan universitas, termasuk ruang kelas, toilet, dan asrama, oleh teman sebaya dan oleh guru. 4,15 Korban sexual harassment akan mengalami berbagai masalah psikologis seperti malu, marah, benci, dendam, trauma, merasa terhina, tersinggung, dan sebagainya. Hasil penelitian yang dilakukan oleh Alison Maddock dari Swansea NHS di Wales, Inggris menunjukkan bahwa banyak remaja-remaja yang mengalami sexual harassment, mengalami dampaknya dalam waktu panjang.…”