In the field of positive youth development programs, “empowerment” is used interchangeably with youth activism, leadership, civic participation and self-efficacy. However, few studies have captured what empowerment means to young people in diverse contexts.
Student unrest that sometimes culminates in violent expressions have had a long history in Kenyan schools. Recent evidence, however, points to new expressions of abuse on children.
In 2000, the Government of the Republic of Ireland introduced a syllabus for second-level schools (12-15 years) in Social Personal and Health Education (SPHE). Within this SPHE syllabus there is a significant component on Relationships and Sexuality Education (RSE).
This empirical study explores the subjective experiences of Israeli lesbigay school students and their perceptions of the school climate.
This small-scale piece of research was undertaken to examine, retrospectively, the experiences of 10 men, ages 27 through 53, in terms of what constitutes and influences homophobic bullying in the private and state school contexts in the United Kingdom.
Gay, lesbian, bisexual, transgender, questioning and intersex (GLBTQI) youth, and those perceived to be GLBTQI, face extensive verbal and physical bullying in schools.
This article reports on the relationship between same-sex attraction, experience of bullying in school and mental health measured using the 12-item version of the General Health Questionnaire (GHQ12).
Most school districts in British Columbia have failed to address homophobic bullying through programs and policies related to school safety.
This study investigated the experiences of 132 LGBT and heterosexual teachers and school administrators in Ontario, Canada.
While developments have been made concerning the understanding of general bullying behaviour in Irish schools, considerably less is known about homophobic bullying.