NAVIGATING HOSTILITY: THE EDUCATIONAL IMPACT OF BULLYING UPON GENDER VARIANT STUDENTS

Authors

  • Zahida Javed Assistant Professor, Department of Education, University of Education Lahore, Punjab, Pakistan
  • Khaliq Hussain Assistant Professor, Department of Education, Riphah International University, Faisalabad
  • Waqas Ali Khan Lecturer, Department of Sociology, University of Narowal, Narowal, Pakistan

DOI:

https://doi.org/10.53664/JSRD/05-02-2024-18-225-233

Abstract

The study sets out to explore comprehensive sides where gender identity can cause bullying among students in the arena of education. This study aims to quantify prevalence of bullying, assess psychological effects, rate the impact of bullying on the academic performance, and establishment of correlation to dropout rates. The data were collected through qualitative method. that included interviews with gender variant student’s inception from everywhere. The results indicate the extremely high rates of bullying, which lead to serious mental health complications, the subsequent drop-in educational performance, and more frequent school exits that occur in the gender nonconforming students in comparison with their classmates. The proposal provided should be carried out such as anti-bullying policies that are complete in nature being created, implementation of school settings, which are nurturing and including in nature, mental health services being offered, and participation of parents & the community in the fight against bullying. These provisions are seen as essential amid various strategies and tactics that need to be put in place in provision of a safe and empowering the learning environment for gender nonconforming students to be taught (well) and achieve.

Details

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Published

30-06-2024

How to Cite

Zahida Javed, Khaliq Hussain, & Waqas Ali Khan. (2024). NAVIGATING HOSTILITY: THE EDUCATIONAL IMPACT OF BULLYING UPON GENDER VARIANT STUDENTS. JOURNAL OF SOCIAL RESEARCH DEVELOPMENT, 5(2), 225–233. https://doi.org/10.53664/JSRD/05-02-2024-18-225-233

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Section

Articles