In working towards creating inclusive education systems, many countries have failed to address discrimination and exclusion on the basis of sexual orientation, gender identity, gender expression and variations of sex characteristics.
The prevalence of school-related violence and, in particular, bullying is not a new or isolated phenomenon, nor is it limited to certain schools or countries. Abundant evidence indicates that bullying is widespread and has a negative impact on educational outcomes.
The aim of these recommendations and the report more broadly is to provide guidance for the education sector in fostering an LGBT+ inclusive culture and reducing the levels of HBT bullying and language in schools in England.
We aimed to investigate the relationship between homophobic bullying, parental psychological control and sensation seeking among adolescents and young adults and to examine the mediating role of sensation seeking.
This briefing paper discusses the prevalence of bullying amongst pupils in schools across the UK, and policies to prevent and tackle bullying in English, Welsh, Scottish and Northern Irish schools.
The role of the educational institutions is to provide an appropriate education for all its learners. A stable, secure learning environment is an essential requirement to achieve this goal. Bullying behaviour, by its very nature, undermines and does not promote quality of education.
Higher Education Institutions (“HEIs”) are highly consequential institutions in society that are dedicated to the pursuit and dissemination of knowledge.
The Addressing Bullying Behaviour in Schools Policy adopts a whole school approach philosophy.
This article analyses the responses to bullying-related questions in the contextual questionnaires of pan-Canadian and international large-scale assessment studies in which Canadian students have participated.
Ce guide s’adresse à tous les professionnels de l’enseignement fondamental et secondaire, ordinaire et spécialisé des établissements scolaires de tous les réseaux, qu’ils soient chefs d’établissement, enseignants, éducateurs, mais également agents PMS.