sexual harassment prevention

The first essential component for creating a safe school is a legitimate legal system, for it will provide a basic set of rules that obligate all personnel in the school community to adjust their behaviors. The initial step will be having a definition of sexual harassment. The UN (United Nations, 2008) has defined sexual harassment in its guidelines as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature. However, because of the complexity and multifaceted nature of that means of provocation and the distinctions in singular reactions to specific practices, it is virtually impossible to organize a complete list of all inadmissible conduct. Nevertheless, inappropriate behaviors may be classified into three categories. The primary one would be verbal: sexual harassment may include telling sexual jokes, circulating gossip; using sexually explicit profanity, threats, sexually-oriented cadences, or sexual comments. The subsequent one is non-verbal. Examples of nonverbal sexual harassment may include physical conduct, such as cornering or blocking a passageway, staring at someone (i.e., “undressing someone with one’s eyes"); distributing sexually explicit texts, e-mails, or pictures; creating suggestive remarks. The last of the three categories would be physical contact. Namely, physical assault, touching someone’s genitals intentionally, slanderous insults, obstructing direction, or stalking; physical violence including rape and sexual assault. Next, involving the entire college community. Involvement from the entire school community guarantees that the approaches are practical, simple to understand, and straightforward. Gathering input, responses, and assessments from the community via circulating a study survey to students. The alternate method could be achieved through school administrators' board meetings or dialogue between students and the school. By making user-friendly policies, an extensive variety of communities could be applied. Utilizing plain language that will be accessible to staff, students, and parents. If there are significant numbers of non-native speaker students attending the school or their guardians, translating the policy into other languages would be more approachable. Schools should make a transparent statement that any act of profanity is prohibited and will be punished. The culprit could be reprimanded as minor as giving notice of more serious discipline, prosecuted by law dependent on levels of obscenity, and expelled from school. For the policy to remain effective, it must be well-publicized and effectively implemented. All school personnel and the school community should have access to any new policy. A description or summary of the policy, with names of people to contact for more information, ought to be included in all major school publications such as handbooks, course catalogs, or orientation materials. The role of law in school safety plays a crucial part in giving guidance and assurance to students and their families as well as educators that they are protected.

Additionally, an informative education system, including sex education, is essential to ensure that young people have the information they need to make healthy decisions. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), the primary goal of sex education is to equip young people with the knowledge and abilities to make informed decisions regarding their sexual and social relationships. Correspondingly, sex education should be a prerequisite for building ethical virtues as well as educational qualities. Catherine Brown, the vice president of education policy at CAP (Center for American Progress) said that sex education is frequently scattershot and numerous students are inaccessible to it. Even if they have access, it is often fear-based and about all the things that may go sour. The initial step in changing sex education as researchers, educators, and advocates are emphasizing that sex education should focus on more than just actual wellbeing, it should likewise be about relationships (Grace Tatter, 2018). Giving students a foundation in relationship-building can enhance well-being and pave the way for healthy intimacy in the future. Regardless of whether intercourse has not happened yet, they will be grappling with the idea of what a healthy relationship is. It can also put an end to gender stereotyping, or counter it (Nicole Daley, 2018). It could also minimize instances of inappropriate behavior and assault. Besides, developing an ethical approach to sex education by placing emphasis on helping fellow-students learn how to care for and aid one another. This will decrease the chance they will commit or be vulnerable to, sexual brutality. Sex education should also include preventing gender bias. By instructing about gender biases, educators are showing students how biases and gender expectations have changed through time courses; talking about stereotypes they encounter at school, or in their daily life. Counselors must accompany and guide the instances when students feel they have been treated below the belt. Simulating real-life events where students encounter inappropriate behavior to evaluate their interpretation and what to be reprimanded. Teaching about basic decency based on fundamental goodness should also take higher priority by explaining the importance of listening to and appreciating each gender (Richard Weissbourd et. al., 2018). Not only is education not exclusive to students, but school personnel ought to likewise assume liability to educate and train themselves for quick response to urgent situations. Providing coaching to chosen representatives from campuses using a trainer of trainers approach. The representatives would then be responsible for coaching personnel at their respective campuses and in turn grant the awareness sessions for students (Michaela Penny-Velázquez, 1995). Consequently, sex education should be a prerequisite for building ethical virtues as well as educational qualities for students and school personnel to prevent harassment and to provide aid as they encounter said situations.

Finally, administrative enforcement should be deployed to ensure the policies are adequately implemented and be the first responder to any incidents. Increasing security patrols on campus has proven to be a crime deterrent. All campus security personnel must receive training when it comes to handling reports of sexual assault as they will be the first response to students' reports on campus. Besides, security officials play an important role in ensuring students are not wandering campus alone and exposed to any threats when they are most vulnerable. The purpose of the escort is to provide a measure of safety for those that are uncomfortable, fearful, or apprehensive about walking alone between points on campus. These situations must be taken care of with empathy and sensitivity – victims should feel safe coming forward, and know that the report will not lead to more trauma. Smartphones can also act as virtual escorts as they are virtually inseparable to generation Z. The tool is designed to establish anonymous two-way communication with campus officials, allowing students to report inappropriate behavior, and administrators to take swift action in investigation. Students can also have a friend to “keep an eye” on them remotely and give them the ability to alert authorities to a possible incident. By having a safety escort program, increasing the presence of security, and leveraging technology, campus safety teams can create a safer campus and well-informed student community for word policy to act in preventing sexual assault as well as other sexual harassments.

In most parts of the world, sexual harassment is ignored or being considered taboo. Consequently, the effects of said matter are underestimated and their preventions are ineffective. In education, sexual harassment is common at every stage of it. Four out of five children experience some form of sexual harassment or bullying (UNICEF, 2014). A survey sponsored by Hollaback! revealed that two-thirds of all students will experience some form of sexual harassment during college and that 55% of college administrators think their campuses should be doing better on methods to report and address the problem. (Hollaback! and Cornell University, 2014.) The countermeasures for schools are to build a system with a legitimate legal system, an informative education system, and administrative enforcement. It is time for people to take a closer look into the matter and build a safety line from sexual harassment.

The first essential component for creating a safe school is a legitimate legal system, for it will provide a basic set of rules that obligate all personnel in the school community to adjust their behaviors. The initial step will be having a definition of sexual harassment. The UN (United Nations, 2008) has defined sexual harassment in its guidelines as unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature. However, because of the complexity and multifaceted nature of that means of provocation and the distinctions in singular reactions to specific practices, it is virtually impossible to organize a complete list of all inadmissible conduct. Nevertheless, inappropriate behaviors may be classified into three categories. The primary one would be verbal: sexual harassment may include telling sexual jokes, circulating gossip; using sexually explicit profanity, threats, sexually-oriented cadences, or sexual comments. The subsequent one is non-verbal. Examples of nonverbal sexual harassment may include physical conduct, such as cornering or blocking a passageway, staring at someone (i.e., “undressing someone with one’s eyes"); distributing sexually explicit texts, e-mails, or pictures; creating suggestive remarks. The last of the three categories would be physical contact. Namely, physical assault, touching someone’s genitals intentionally, slanderous insults, obstructing direction, or stalking; physical violence including rape and sexual assault. Next, involving the entire college community. Involvement from the entire school community guarantees that the approaches are practical, simple to understand, and straightforward. Gathering input, responses, and assessments from the community via circulating a study survey to students. The alternate method could be achieved through school administrators' board meetings or dialogue between students and the school. By making user-friendly policies, an extensive variety of communities could be applied. Utilizing plain language that will be accessible to staff, students, and parents. If there are significant numbers of non-native speaker students attending the school or their guardians, translating the policy into other languages would be more approachable. Schools should make a transparent statement that any act of profanity is prohibited and will be punished. The culprit could be reprimanded as minor as giving notice of more serious discipline, prosecuted by law dependent on levels of obscenity, and expelled from school. For the policy to remain effective, it must be well-publicized and effectively implemented. All school personnel and the school community should have access to any new policy. A description or summary of the policy, with names of people to contact for more information, ought to be included in all major school publications such as handbooks, course catalogs, or orientation materials. The role of law in school safety plays a crucial part in giving guidance and assurance to students and their families as well as educators that they are protected.

Additionally, an informative education system, including sex education, is essential to ensure that young people have the information they need to make healthy decisions. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), the primary goal of sex education is to equip young people with the knowledge and abilities to make informed decisions regarding their sexual and social relationships. Correspondingly, sex education should be a prerequisite for building ethical virtues as well as educational qualities. Catherine Brown, the vice president of education policy at CAP (Center for American Progress) said that sex education is frequently scattershot and numerous students are inaccessible to it. Even if they have access, it is often fear-based and about all the things that may go sour. The initial step in changing sex education as researchers, educators, and advocates are emphasizing that sex education should focus on more than just actual wellbeing, it should likewise be about relationships (Grace Tatter, 2018). Giving students a foundation in relationship-building can enhance well-being and pave the way for healthy intimacy in the future. Regardless of whether intercourse has not happened yet, they will be grappling with the idea of what a healthy relationship is. It can also put an end to gender stereotyping, or counter it (Nicole Daley, 2018). It could also minimize instances of inappropriate behavior and assault. Besides, developing an ethical approach to sex education by placing emphasis on helping fellow-students learn how to care for and aid one another. This will decrease the chance they will commit or be vulnerable to, sexual brutality. Sex education should also include preventing gender bias. By instructing about gender biases, educators are showing students how biases and gender expectations have changed through time courses; talking about stereotypes they encounter at school, or in their daily life. Counselors must accompany and guide the instances when students feel they have been treated below the belt. Simulating real-life events where students encounter inappropriate behavior to evaluate their interpretation and what to be reprimanded. Teaching about basic decency based on fundamental goodness should also take higher priority by explaining the importance of listening to and appreciating each gender (Richard Weissbourd et. al., 2018). Not only is education not exclusive to students, but school personnel ought to likewise assume liability to educate and train themselves for quick response to urgent situations. Providing coaching to chosen representatives from campuses using a trainer of trainers approach. The representatives would then be responsible for coaching personnel at their respective campuses and in turn grant the awareness sessions for students (Michaela Penny-Velázquez, 1995). Consequently, sex education should be a prerequisite for building ethical virtues as well as educational qualities for students and school personnel to prevent harassment and to provide aid as they encounter said situations.

Finally, administrative enforcement should be deployed to ensure the policies are adequately implemented and be the first responder to any incidents. Increasing security patrols on campus has proven to be a crime deterrent. All campus security personnel must receive training when it comes to handling reports of sexual assault as they will be the first response to students' reports on campus. Besides, security officials play an important role in ensuring students are not wandering campus alone and exposed to any threats when they are most vulnerable. The purpose of the escort is to provide a measure of safety for those that are uncomfortable, fearful, or apprehensive about walking alone between points on campus. These situations must be taken care of with empathy and sensitivity – victims should feel safe coming forward, and know that the report will not lead to more trauma. Smartphones can also act as virtual escorts as they are virtually inseparable to generation Z. The tool is designed to establish anonymous two-way communication with campus officials, allowing students to report inappropriate behavior, and administrators to take swift action in investigation. Students can also have a friend to “keep an eye” on them remotely and give them the ability to alert authorities to a possible incident. By having a safety escort program, increasing the presence of security, and leveraging technology, campus safety teams can create a safer campus and well-informed student community for word policy to act in preventing sexual assault as well as other sexual harassments.