). While it is widely understood that the issue of gender and relationship violence on college campuses has become a national crisis, less is known about a similar crisis in secondary schools. It is imperative to help schools, communities and states understand the importance of providing prevention education to secondary school students. To understand this significance, one must first understand the negative impact that TDV has on young people, both in the short and long-term. From ACEs to a general lack of acceptance for how individuals identify, students are facing
207 THIRTEEN Pupils’ participation in French secondary schools: the interplay between tradition and innovation Valérie Becquet introduction The analysis of youth participation in France, whether directed towards political, associative or protest practices (Roudet, 2004; Becquet, 2009b; Muxel, 2010) or towards institutional programmes (Becquet, 2005a, 2006, Loncle, 2008) often leaves aside participation in schools. Yet school participation involves a wide range of young people: the pupils in secondary schools. These young people often combine in school
221 TEN ‘Sleepwalking towards Johannesburg’? Local measures of ethnic segregation between London’s secondary schools, 2003–08/09 Richard Harris Introduction Because segregation is the spatial outcome of spatial processes it makes sense to measure it in spatially intelligent ways. To that end, this chapter applies innovative methods of geocomputation (see also Chapters Three and Four, this volume), with particular emphasis on local indices of ethnic segregation to examine the claim that London’s schools are ‘sleepwalking towards Johannesburg’. It does so
Key messages Upper secondary school tracking is relevant for labor market outcomes in Denmark. Even after we control for pre-tracking academic performance and family SES tracking effects persist. Track placement seems to affect labor market outcomes net of higher education attainment. Educational tracking appears to play a role in intergenerational social reproduction net of family background-based skill gaps. Introduction A large part of the existing literature in educational research shows that the division of students into different tracks
399 Key words bullying • school • systematic review • young people © The Policy Press • 2009 • ISSN 1744 2648 Evidence & Policy • vol 5 • no 4 • 2009 • 399-427 • 10.1332/174426409X478761 Secondary school teachers’ and pupils’ definitions of bullying in the uK: a systematic review Niamh O’Brien The aim of the systematic review (SR) reported in this article was to compare how UK secondary school pupils and teachers define bullying, using the analytical framework proposed by Naylor et al (2006). Findings were drawn from five major studies – two quantitative
adolescent carers of upper-level secondary school in the age range of 16 to 19 years. Despite the emergence of various definitions and categorisations, many young carers do not identify with these and, along with their relatives, simply see the care they provide as part of ‘normal’ family life ( Fives et al, 2010 ). Others may begin caring quite suddenly due to a change in a relative’s health ( NHS, 2021 ). The care they provide typically exceeds the range of household activities adolescents would commonly be involved in. These additional tasks, such as cooking
-formal educational curricula. Its strategies includes climate change–related training in focal schools and the formation of Eco Clubs in secondary schools to engage in activities pertaining to climate change ( GoN, 2019 ).To meet the targets of SDG 4: Quality Education, the Ministry of Education, Science and Technology has developed the ‘Nepal National Framework of SDG 4: Education 2030’ with objectives to ensure inclusive and equitable access to quality education and promoting lifelong learning for all, promote sustainable behaviour, promote learning, and contribute to improved
( Quinlan, 2017 ). For example, Senn et al (2014) found that 35 per cent of women entering university have experienced an attempted or completed rape. Queer and trans women, Indigenous women, women of colour, women with disabilities and women who are new to Canada are targeted more for acts of sexual violence ( CFS, 2015 ). Recent events at Canadian post-secondary schools, which include universities and colleges, have highlighted that academic settings still have a long way to go in addressing sexual violence. For example, in 2021 at Western University in London
the city as a basis for wider reflection and learning, this chapter includes presentations by two teachers. At the time of the event, Terra and Tanisha worked at the same state-funded secondary school in the city. Terra is a white Canadian, who had significant international experience teaching in Canada, Ethiopia, India, Japan and elsewhere in England before joining the school as an English teacher. Tanisha is a Black British early-career teacher of Citizenship, who joined the school in a pastoral capacity before training as a teacher in post. She attended a state
(see Brunello and Checchi, 2007 ). Second, many studies fail to control for country differences that might already exist before students are exposed to the different variants of comprehensive and tracked secondary schools systems. If one wants to attribute causal effects to features of school systems, such as between-school tracking, processes for selection into the tracks have to be separated from the idiosyncratic influences of the tracks (see Esser, 2016 ). This paper seeks to address the two criticisms in the context of the German education system. Germany
