Pampati, S., Andrzejewski, J., Sheremenko, G., Johns, M., Lesesne, C. A., &
Rasberry, C. N. (2019). School Climate Among Transgender High School Students:
An Exploration of School Connectedness, Perceived Safety, Bullying, and
Absenteeism. Journal of School Health, 89(3), 190-198.
(Sanjana Pampati, 2019) examines the school climate experienced by transgender
high school students in relation to four factors: school connectedness, perceived
safety, bullying, and absenteeism. The study collected data through an online
survey of 113 transgender high school students in the United States. The study
contributes to the growing body of research on the experiences of transgender
students in schools, highlighting the negative impact of a hostile school climate on
their well-being and academic success. The authors provide recommendations for
educators, administrators, and policymakers to create a more supportive school
climate for transgender students, and implementing anti-bullying policies that
specifically address discrimination based on gender identity. Overall, this article
provides valuable insights into the challenges faced by transgender students in
schools and highlights the importance of creating inclusive and supportive
environments for all students.
Maqsood, A., Sahar, N. u., & Malik, N. I. (2020). Counseling needs of high school
students: exploring teachers’ perspective. Journal of Education and Educational
Development, 8(1), 142-158.
(Aneela Maqsood, 2020) focuses on exploring high school teachers' perspectives
regarding the counseling needs of their students. The authors used a qualitative
research design and conducted interviews with 20 high school teachers from three
private schools in Lahore, Pakistan. The article aims to identify the counseling
needs of high school students, as well as the role that teachers play in addressing
these needs. Teachers believed that these needs often go unnoticed, and many
students are hesitant to seek help. Teachers suggested that they need more
training and resources to support their students better. The article highlights the
critical role of teachers in addressing the counseling needs of high school students.
The authors argue that teachers can play a significant role in identifying students'
needs and providing them with appropriate support. The study suggests that there
is a need to improve counseling services in high schools, and teachers should be
trained to provide basic counseling services to their students.
Machimbarrena, J. M., & Garaigordobil, M. (2017). Bullying/Cyberbullying in 5th
and 6th grade: differences between public and private schools. Frontiers in
Psychology, 9, 2396.
(Juan M. Machimbarrena, 2017) investigates the prevalence of bullying and
cyberbullying in public and private schools among 5th and 6th-grade students. The
authors conducted a cross-sectional study with a sample of 1699 students,
consisting of 840 students from public schools and 859 students from private
schools. The students completed self-report questionnaires that measured bullying
and cyberbullying victimization and perpetration.The results showed that bullying
and cyberbullying victimization and perpetration were significantly higher among
public school students than private school students. The authors suggest that the
differences may be due to the different school climates and resources available in
public and private schools. The authors suggest that gender differences may be
related to the different forms of bullying and cyberbullying that are more prevalent
among boys and girls.