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Purpose Many women report experiences of street harassment during their lifetime. Previous quantitative survey research has shown the variety of ways in which this type of harassment can impact upon a victim’s life, including restricting their freedom of movement and fear of further victimisation. The purpose of this study is understand the immediate and enduring psychological impact of street harassment on female victim-survivors. Design/methodology/approach The present study aims to explore, qualitatively, women’s experiences of street harassment through thematic analysis of on 35 online blog posts. Data were collected from the “Stop Street Harassment” website, where women are invited to share their experiences anonymously. Findings Three main themes were generated from the data. First was the age at which women began to experience street harassment, with recurring early incidents during formative childhood years. Second was the impact that experiences had on their mental health and psychological well-being with feelings of shame, fear, self-loathing, as well as decreased self-esteem and confidence experienced in the immediate aftermath – though the longer-term negative emotions reported were enduring feelings of anger alongside a constant state of anxiety from feelings of vulnerability to further victimisation. The final theme was the modification of behaviour after experiencing street harassment where women choose to avoid walking alone on the streets or consciously changed their clothing choices, to avoid being harassed. Originality/value This study offers a further qualitative insight into the real-life experience and psychological consequences of street harassment upon survivors’ mental health.

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A typical sixth-former enters the school gates in the morning chatting to his peers about the world at large. Within minutes he might be consulting a master about the world of school before, perhaps, checking a junior boy on a matter of discipline, finding the language appropriate to each occasion. During prayers he will sing (or listen to) the hymn, listen to (perhaps read) the lesson, listen to prayers and, finally in morning assembly, the headmaster. Four different kinds of language in as many minutes.If he is on the arts side, his first period might be English. Perhaps he will be asked to read the part of Bosola in Act IV of The Duchess of Ma@ as the basis for a discussion of his character. Alternatively, he might be asked to read part of ' The Wreck of the Deutschland' before discussing Hopkins's use of imagery or sprung rhythm, or a bit of Chaucer, or Donne, or Milton. . . . On the other hand, the lesson might be devoted to a discussion of the previous week's essays on an old A level question, say, 'Show from The Duchess of Ma& that Webster understands the motives of human conduct', in which criticisms of style and content will be offered and debated. He will, no doubt, be sent away at the end of the period to prepare another answer. (Show how, in The Duchess of Ma&, Webster blends the themes of persecuted virtue and of revenge.) He might also very well be asked to attempt the criticism of a poem as preparation for the 'Practical Criticism' paper.From English he will go, perhaps, to History, where he might be asked to take down notes from dictation, to discuss another essay ('Bismarck said that politics was the art of the possible') or to analyse, orally or in writing, aspects of Bismarck's foreign policy, with or without a text-book open in front of him for reference.After History, General Studies-one of a variety of topics: Cosmology, Advertising, Elementary Psychology, The Rise of Nazism, Meteorology. It might be handled in a number of ways-a talk/lecture by the teacher, followed by discussion; a talk by a member of the group, again followed by discussion; the following up of references, leading to an essay or report or project-file.Meanwhile, a sixth-former taking a combination of science subjects will have begun the day with a triple Biology, Physics or Chemistry. He might watch a demonstration, or do an experiment or dissection after being briefed, possibly with notes dictated or written on the board. In any case, he will have to write up what he sees or does, and he too, no doubt, will be sent away with an assignment.