Character education programs

Oct 13, 2025 by talynt.org 96 views

Harassment in High School Students Based on Class Types in Medan City: A Comparative Study

Introduction

Harassment among high school students is a serious issue that can have a significant impact on their mental health and social development. In recent years, there has been a growing concern about the prevalence of harassment in schools, and its effects on students' well-being. In this study, we aimed to investigate the level of harassment among high school students in Medan City, Indonesia, and to identify the factors that contribute to this phenomenon. Specifically, we examined the differences in harassment levels among students from homogeneous male, homogeneous female, and heterogeneous classes.

Background

High school education is a critical period in a student's life, where they develop their social skills, build relationships, and learn to navigate complex social dynamics. However, this period can also be marked by conflicts, bullying, and harassment, which can have long-lasting effects on students' mental health and academic performance. In recent years, there has been a growing concern about the prevalence of harassment in schools, and its effects on students' well-being.

Methodology

This study involved 1,153 high school students from Medan City, Indonesia. We used a one-way ANOVA data analysis to identify significant differences in harassment levels among students from homogeneous male, homogeneous female, and heterogeneous classes. We also conducted a series of interviews with students, teachers, and parents to gather more information about the factors that contribute to harassment in schools.

Results

Our results showed that there were clear differences in harassment levels among students from different class types. Students from homogeneous male classes recorded the highest level of harassment, followed by students from homogeneous female classes. Students in heterogeneous classes, on the other hand, showed a lower level of harassment. This highlights the presence of different social dynamics in classes consisting of one sex compared to mixed classes.

Furthermore, our analysis revealed that students in homogeneous female classes had the highest average value in the form of verbal harassment. This suggests that although the educational environment consisting of women may pose a higher risk for verbal harassment, this may not be as heavy as other forms of harassment. Meanwhile, students from homogeneous male classes recorded the highest average value in several forms of harassment, including physical, cyber, psychological, and relational.

Factors Causing Harassment

Several factors can affect the behavior of harassment among students. In homogeneous classes, students often feel more competing with each other, especially in classes consisting of men. The limitations of interaction with female students can strengthen the traditional view of masculinity and aggressiveness, which is often associated with harassing behavior.

On the other hand, female homogeneous classes may show higher verbal harassment due to complex social dynamics involving friendship and exclusion. Female students are often involved in a more subtle and emotional power game, which can cause stress among their colleagues.

Implications for Education

This discovery has important implications for the development of policies and intervention programs in schools. The school needs to pay attention to the type of class and apply a different approach to handle harassment. For example, character education programs and empathy training can be more focused on homogeneous classes to reduce aggressiveness and improve relationships between students.

In addition, schools need to promote an environment that supports and is inclusive for all students, both in homogeneous and heterogeneous classes. Efforts to involve parents in anti-pretnety campaigns can also increase awareness and create positive habits at home that support good behavior at school.

Conclusion

In conclusion, our study highlights the importance of understanding the social dynamics of classes in high schools and the factors that contribute to harassment among students. By recognizing the differences in harassment levels among students from different class types, schools can develop targeted interventions to reduce harassment and create a safer and more comfortable learning environment for all students.

Recommendations

Based on our findings, we recommend the following:

Character education programs: Schools should implement character education programs that focus on empathy, self-awareness, and social skills to reduce aggressiveness and improve relationships between students.
Empathy training: Empathy training can be an effective way to reduce harassment and improve relationships between students. Schools should consider implementing empathy training programs for students and teachers.
Inclusive environment: Schools should promote an inclusive environment that supports and values diversity. This can be achieved by creating a safe and welcoming space for all students, regardless of their background or identity.
Parental involvement: Schools should involve parents in anti-pretnety campaigns to increase awareness and create positive habits at home that support good behavior at school.
Monitoring and evaluation: Schools should regularly monitor and evaluate the effectiveness of their interventions to reduce harassment and improve relationships between students.

By implementing these recommendations, schools can create a safer and more comfortable learning environment for all students, and reduce the prevalence of harassment in high schools.
Frequently Asked Questions: Harassment in High School Students Based on Class Types in Medan City

Q: What is harassment in high school students?

A: Harassment in high school students refers to any behavior that is intended to intimidate, threaten, or harm another student. This can include physical, verbal, or cyber harassment, as well as relational aggression.

Q: What are the different types of classes that were studied in this research?

A: The research studied three types of classes: homogeneous male classes, homogeneous female classes, and heterogeneous classes. Homogeneous male classes consist of only male students, homogeneous female classes consist of only female students, and heterogeneous classes consist of both male and female students.

Q: What were the findings of the research?

A: The research found that students from homogeneous male classes recorded the highest level of harassment, followed by students from homogeneous female classes. Students in heterogeneous classes showed a lower level of harassment.

Q: What were the factors that contributed to harassment in homogeneous classes?

A: The research found that students in homogeneous classes often feel more competing with each other, especially in classes consisting of men. The limitations of interaction with female students can strengthen the traditional view of masculinity and aggressiveness, which is often associated with harassing behavior.

Q: What were the factors that contributed to harassment in homogeneous female classes?

A: The research found that female homogeneous classes may show higher verbal harassment due to complex social dynamics involving friendship and exclusion. Female students are often involved in a more subtle and emotional power game, which can cause stress among their colleagues.

Q: What are the implications of this research for education?

A: The research has important implications for the development of policies and intervention programs in schools. Schools need to pay attention to the type of class and apply a different approach to handle harassment. For example, character education programs and empathy training can be more focused on homogeneous classes to reduce aggressiveness and improve relationships between students.

Q: What can parents do to support their children in preventing harassment?

A: Parents can play an important role in preventing harassment by talking to their children about the importance of respect and empathy, and by encouraging them to report any incidents of harassment. Parents can also get involved in anti-pretnety campaigns and work with schools to create a safer and more comfortable learning environment for all students.

Q: What can schools do to prevent harassment?

A: Schools can take several steps to prevent harassment, including:

Implementing character education programs and empathy training
Creating a safe and welcoming environment for all students
Encouraging students to report incidents of harassment
Providing support and resources for students who have been harassed
Working with parents and the community to prevent harassment

Q: How can we measure the effectiveness of interventions to prevent harassment?

A: Schools can measure the effectiveness of interventions to prevent harassment by tracking the number of incidents of harassment, conducting surveys and focus groups with students, and gathering feedback from parents and teachers.

Q: What are the long-term effects of harassment on students?

A: Harassment can have long-term effects on students, including decreased self-esteem, anxiety, and depression. Harassment can also affect students' academic performance and social relationships.

Q: How can we create a culture of respect and empathy in schools?

A: Creating a culture of respect and empathy in schools requires a sustained effort from teachers, administrators, parents, and students. This can be achieved by implementing character education programs, promoting empathy and self-awareness, and encouraging students to report incidents of harassment.