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Verbal abuse, gender and well-being at school
Miriam A Eliasson1, Lucie Laflamme, Kerstin Isaksson
1Karolinska Institutet, Department of Public Health Sciences, Division of Social Medicine, Stockholm, Sweden. miriam.eliasson@ali.se
International Journal of Adolescent Medicine and Health
|February 1, 2006
Summary
Verbal abuse among students, particularly older ones, negatively impacts school satisfaction and well-being for both genders. Boys more often perpetrate verbal abuse, while girls experience specific forms like sexualized name-calling.
Area of Science:
- Educational Psychology
- Sociology of Education
- Adolescent Health
Background:
- Student-to-student verbal abuse is a significant concern in educational settings.
- Understanding the gendered nature and impact of verbal abuse is crucial for student well-being.
Purpose of the Study:
- To investigate the prevalence of verbal abuse experiences among students.
- To examine the effects of verbal abuse on school satisfaction and well-being.
- To analyze these effects from a gender and age perspective.
Main Methods:
- A cross-sectional study involving 1,006 students aged 12-15 in grades 6 and 8.
- Data collected via self-administered questionnaires in a Swedish city.
- Response rate of 84 percent achieved.
Main Results:
- Boys reported higher rates of general insults and threats; girls experienced more sexualized name-calling.
- Boys were identified as the most frequent perpetrators by both genders.
- Girls reported lower school satisfaction and well-being; verbal abuse negatively affected both genders' well-being.
Conclusions:
- Verbal abuse among students is largely a male practice, more common in older students.
- Even infrequent verbal abuse negatively impacts school satisfaction and well-being for all students.
- The findings highlight the need for interventions addressing gender dynamics in student verbal abuse.
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