Saturday February 23, 2019

Bullying and other forms of Victimization can Damage School Climate, says New Study

According to the study, bullying, cyber bullying and harassment were significantly associated with decreases in perceptions of school safety, connection, and equity

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The new study suggests that female and transgender students are more vulnerable to multiple forms of victimization. Wikimedia

New York, October 8, 2017 :  Researchers have found that all forms of victimization – bullying, cyber bullying and harassment – can damage the entire school climate.

The study, published in the Journal of Child & Adolescent Trauma, measured the impact of poly-victimization – exposure to multiple forms of victimization – on school climate at the middle- and high-school levels.

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The results showed that bullying, cyber bullying and harassment were significantly associated with decreases in perceptions of school safety, connection, and equity.

“For each form of victimization, school climate measures go down precipitously, so if we only center the conversation about kids who are being bullied that limits it to ‘that’s not my kid’,” said study author Bernice Garnett, Associate Professor at University of Vermont in the US.

“But if we change the conversation to bullying can actually damage the entire school climate, then that motivates and galvanises the overall will of the school community to do something about it,” Garnett added.

Based on data from the 2015 Vermont Middle and High School Pilot Climate Survey, the findings highlight the need for comprehensive policies that address all forms of victimization to offset further erosion to safe and equitable school environments, which is tied to educational outcomes.

Overall, 43.1 per cent of students experienced at least one form of victimization during the 2015-2016 school year.

Just over 32 per cent of students reported being bullied, 21 percent were victims of cyber bullying and 16.4 per cent experienced harassment – defined as “experiencing negative actions from one or more persons because of his or her skin, religion, where they are from (what country), sex, sexual identity or disability.”

Prior research had shown that students from vulnerable populations are most frequently victimized.

The new study found female and transgender students were more vulnerable to poly-victimization. (IANS)

 

Next Story

The Unconventional Way of Learning: Textbooks Come Alive in Gujarat’s Schools

Outdated teaching methods, lack of interest among students and teachers, and gender discrimination were some of the common problems.

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Outdated teaching methods, lack of interest among students and teachers, and gender discrimination were some of the common problems. Pixabay

 In a small school near Bhuj in Gujarat, a group of class five students sit attentively in class, their eyes glued to an LCD screen. The opened science books on their laps have come alive on the screen before them, as an animated character explains the nuances of the chapter in their native language, Gujarati. Efficient learning, experts say, happens when students enjoy the experience, and in hundreds of schools across Gujarat, digitised school textbooks are opening up children’s minds like never before.

Learning Delight, the hand that is turning the wheel of change in 10,000 government schools, mostly in rural and semi-urban areas across the state, has been digitising the state curriculum since 2011, and has the approval of the Gujarat Council of Educational Research and Training (GCERT). The idea is simple: use technology to aid classroom teaching to make the learning process more engaging, more efficient – and definitely more fun.

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This led the two to use technology and design, an e-learning tool that would aid classroom teaching.. Pixabay

So much so, that in a survey done in 350 schools where they have a presence, Parinita Gohil, co-founder of Learning Delight, said, “The dropout rate among children studying between Class 1 and Class 8 has come down by 6-7 per cent in the past five years.”

It all started a decade back when two friends, Harshal Gohil and Vandan Kamdar, who were doing their MBA, realised that there was a huge gap in education between schools in different settings. Outdated teaching methods, lack of interest among students and teachers, and gender discrimination were some of the common problems. This led the two to use technology and design, an e-learning tool that would aid classroom teaching.

“Harshal and Vandan began with a survey in five schools. Here they found that although there was no dearth in infrastructure – the schools had computers – there was scepticism about using them,” Parinita Gohil, who is married to Harshal Gohil, told IANS. The resistance mainly arose because “most teachers were not comfortable with the English language, were scared of using the computer, and apprehensive if the computers would replace their role”.

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There has, however, been an exception in this digitisation process – the language textbooks, be it English, Hindi, or Gujarati, have been left out. Pixabay

Therefore, the offline computer software that they developed was designed in such a way that a teacher’s presence was necessary in the class. The medium of instruction was Gujarati. “So be it any subject – science, math, social studies – the content was digitised in a way that through animation, riddles, puzzles, and stories textbook learning is made more interactive and fun,” Parinita Gohil said. The experts who designed the digitised content also had teachers on board.

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There has, however, been an exception in this digitisation process – the language textbooks, be it English, Hindi, or Gujarati, have been left out. “We don’t want children to leave reading their books. So, while we have digitised the grammar lessons, language textbooks have been left as they are,” she said.

Next in the pipeline is a mobile phone app being developed with a similar software and a foray into Rajasthan, for which software has been developed in Hindi and in tandem with the Rajasthan state education board. (IANS)