Tough girls: gender performance and safety within schools

Walker, Joanne

doi:10.1080/14733285.2020.1718606

Cited by 7 publications

(10 citation statements)

References 24 publications

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“…Commonly across different HSB incidents in boarding schools was the apparent involvement of multiple students, either directly engaging in the HSB, or indirectly as bystanders (Murphy, 2016; The Australian Royal Commission, 2017). Similar incidents were reported in other studies whereby reporting of sexualized images or other HSB incidents resulted in further insults being circulated amongst students (Ofsted, 2021; Walker, 2020).…”

Section: Barriers To Strengthening Schools’ Responses To Hsbsupporting

confidence: 80%

“…Research reported that HSB, such as sexually abusive language and sharing of sexually explicit images online, were so pervasive in secondary schools that teachers and students had become desensitized to the issue (Allnock & Atkinson, 2019; Firmin, 2020; Firmin et al, 2019; House of Commons, 2016; Lloyd, 2020; Ofsted, 2021; Phippen et al, 2018; Walker, 2020). Within this context, the more prevalent HSB is, the less likely students are to report the behavior (House of Commons, 2016; Lloyd et al, 2020b; Ofsted, 2021), decreasing teachers’ ability to respond appropriately (Davies et al, 2000; Firmin, 2020; Firmin et al, 2019; Walker, 2020). This inadvertently generates a hierarchy of harm in which less pervasive HSB, such as physical sexual violence, is perceived as more harmful and therefore worthy of reporting and responding to.…”

Section: Barriers To Strengthening Schools’ Responses To Hsbmentioning

confidence: 99%

“…This finding was reported in studies across different cultures. For example, some teachers in Ethiopia attributed HSB to adolescent boys being in the “fire age” with “uncontrollable urges” (Altinyelken & Le Mat, 2018, p. 656), while in the UK, some teachers linked HSB pervasiveness with students having “too much testosterone” (Walker, 2020, p. 10). This framing is also evident in special schools where HSB was explained by teachers and other professionals as a hormonal reaction (Waters et al, 2021) or “sensory seeking” (Lloyd et al, 2020a, p. 23).…”

Section: Barriers To Strengthening Schools’ Responses To Hsbmentioning

confidence: 99%

“…Research indicates that stereotypical masculine attributes such as physical strength, aggressiveness, and sexual prowess shape gender relations between students. Male students were reportedly heard hurling sexual insults at female students and sometimes perpetrating sexual violence to demonstrate power and control over females (Altinyelken & Le Mat, 2018; Firmin, 2020; House of Commons, 2016; Ofsted, 2021; The Australian Royal Commission, 2017; Walker, 2020).…”

Section: Barriers To Strengthening Schools’ Responses To Hsbmentioning

confidence: 99%

“…Female students of color, including Indigenous students in Australia, were found to be further victimized by racism (House of Commons, 2016; The Australian Royal Commission, 2017). Heteronormativity was also upheld as a superior form of masculinity, resulting in homophobic and transphobic insults directed at LGBTQI+ students (House of Commons, 2016; Ofsted, 2021; Walker, 2020).…”

Section: Barriers To Strengthening Schools’ Responses To Hsbmentioning

confidence: 99%

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Strengthening Schools’ Responses to Students’ Harmful Sexual Behaviors: A Scoping Review

Kor

Simpson

Fabrianesi

2022

Trauma, Violence, & Abuse

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Research into harmful sexual behavior (HSB) by children and young people under the age of 18 has grown in recent years. A key concern emerging is the high prevalence of HSB in school settings. Although teachers are increasingly aware of HSB, their provision of effective responses has remained a major challenge. While progress has been made by providing teachers with best practice models and tools, little is known about what facilitates and hinders their application of these in practice. This scoping review sought to address the question: “What are the barriers and enablers for teachers in responding effectively to HSB?” Eight international databases and one search engine were employed to identify relevant academic and gray literature. The inclusion criteria comprised all study types, published in the past two decades, and focused on teachers’ knowledge, experiences, and responses to HSB. Twenty-five publications met the inclusion criteria. Thematic analysis identified that minimization of HSB, harmful social norms, and inadequate support from external agencies were major barriers. These barriers could be mitigated by adopting a whole-school approach and establishing proactive partnerships with parents and external agencise, along with offering alternative pathways to safety. The findings of this review highlighted the importance of addressing the full continuum of HSB through early, secondary, or tertiary interventions, and sharpening the focus of respectful relationships education to transform gender relations in classrooms and the workplace. Further research is needed to explore schools’ responses to specific populations, including those with disabilities and females.

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Section: Barriers To Strengthening Schools’ Responses To Hsbsupporting

confidence: 80%