In this article, Meyer presents a study of teachers’ perception of and responses to incidents of gendered harassment in Canadian secondary schools. Meyer examines why teachers fail to respond effectively, or at all, to gendered harassment, and she looks at the interaction of external and internal factors, and how they relate to teachers’ responses or lack of responses to gendered harassment. External factors,( formal and informal: institutional and social), and internal factors.
It is essential that educators and everyone takes responsibility to stop bullying and sexual harrassment, "quid pro quo" ("this for that) in schools.
Harassment in schools is present, and teachers need the support of administrators to intervene and stop it. Although, according to Meyer, "teachers are not trusting their administrators to support their actions and the feeling that they have to handle most non-violent discipline issues alone." Teachers feel that with large classes and heavy work load demand are obstacles that prevent them from acting consistently to many forms of harassment or even worst, ignore certain behaviors-which can have serious consequences.
Being aware of what's going on in your school, it is a powerful tool to deal with many kinds of harrassment.
Homophobic harassment in schools":...I had to push for action when one kid called another kid 'faggot'."
Transgender harrassment it's another strong issue in our society that people should be aware of and educated about it.
It is crucial that parents and teachers act -fight back-to protect their kids, in order to avoid tragedies due to discrimination of all kinds. Actions, need to extent to the whole school, not only particular students, to improve students' safety and school climate.
Something needs to be done to stop harrassment at schools. Kids need to know that there is help and support out there, they just have to seek for it with the guidance of teachers and parents-We all need to take actions, consistently, and do something to prevent harrasmment and its tragic consequences.