The multicultural character of EU countries has been steadily growing, and consequently, school classes are becoming increasingly ethnically diverse. Research performed worldwide on ethnic bullying ...in schools has yielded inconsistent results. The present empirical study investigated differences between groups regarding ethnicity and bullying among 782 students from grade 6 and grade 8 of Slovenian primary schools; among them, 140 were 1st- or 2nd- generation immigrants. The results showed that, compared to Slovenian boys, immigrant boys reported more often having been involved in bullying as observers, and 6th- grade immigrant students perceived themselves more often in the roles of observer and victim.
In this article, we will discuss the case of fair and inclusive schools that are considerate of the specific and unique needs of their pupils and offer quality education for all. We will highlight ...the most important indicators of inclusive education and focus on research that confirms the importance of the teachers’ willingness to establish good interpersonal relationships with their pupils. In the empirical section, we will introduce the results of our qualitative study. Based on interviews conducted with 20 mothers and 20 primary school pupils in two Slovene Roma settlements, we explored how pupils and their mothers perceive teachers’ attitudes towards Roma children. Our findings were very promising, for they showed that the interviewed pupils and their mothers had a positive experience with the teachers and their pedagogical work with Roma children. However, we should not ignore the few cases that pointed to ethnic discrimination towards Roma pupils.
Surveys have confirmed the ubiquity of aggression in schools, and verbal aggression is not an exception. The identification of teasing as a frequent form of verbal aggression is an indispensable step ...towards diminishing it. The purpose of this study was to investigate teasing among primary school students in Slovenia. The research showed that teasing is common in schools: the most usual forms of teasing refer to the students' appearance, and the victims mostly report negative feelings after being teased. Most teasing was done to reciprocate, and the most frequent response to teasing was a verbal comeback. The research revealed some differences in teasing between students by sex and age and offers some useful implications for practice.
Vključenost staršev v otrokovo šolanje lahko izboljša otrokove učne dosežke tako, da zmanjšuje otrokove vedenjske težave, ki bi lahko ovirale proces učenja. Nadalje raziskave potrjujejo, da segajo ...začetki prvih poskusov psihoaktivnih snovi prav v obdobje mladostništva. Obdobje mladostništva je obdobje, v katerem posameznik postavlja temelje, na katerih bo temeljila njegova odraslost, in izhodišča za njegovo nadaljnje življenje. To je tudi čas, ko se začnejo mladostniki intenzivneje soočati z zahtevami v šoli na eni strani ter vrstniškimi izzivi na drugi. Na teh izhodiščih temelji naše raziskovanje povezanosti med vključenostjo staršev v šolanje otroka in mladostnikovo uporabo psihoaktivnih snovi. V prispevku predstavljamo empirično raziskavo, ki smo jo izvedli na velikem neslučajnostnem vzorcu učencev 9. razreda osnovnih šol in dijakov 2. letnika srednjih šol v Mariboru. Ugotavljali smo povezanost med vključenostjo staršev v šolanje otroka in mladostnikovo uporabo po različnih vrst psihoaktivnih snovi, starostjo prvih poskusov psihoaktivnih snovi in pogostostjo uporabe psihoaktivnih snovi. Rezultati raziskave so pokazali, da obstaja pozitivna povezanost med vključenostjo staršev v šolanje mladostnikov in starostjo mladostnikov pri prvih poskusih psihoaktivnih snov ter negativna povezanost med vključenostjo staršev v šolanje mladostnikov in številom poskusov različnih vrst psihoaktivnih snovi ter pogostostjo uporabe psihoaktivnih snovi.
Many surveys confirm a substantial number of discipline problems in schools, but not many surveys are aimed at their identification. Identification of discipline violations is indispensable for ...prudent planning of their interventions in and prevention of their occurrence. Earlier studies focused mostly on the teachers' perceptions of discipline problems and they were not interested in how discipline problems are perceived by students. In this study, teachers and students identified the most frequent and disturbing discipline violations. Given the results of the survey, it would be necessary to pay more attention to preventing disruption of lessons and improper attitude, which are, in the views of teachers and students alike, the most frequent and disturbing violations.
Effective schoolwork includes discipline. Which disciplinary approach, however, is the most effective in a democratic society, and are schools practicing it? In this study 55 class teachers of 11–14 ...year-olds, and 245 6th-grade and 8th-grade students of primary school in Slovenia were surveyed to determine the teachers’ predominant disciplinary techniques. The basic finding of the study is that disciplinary techniques with a higher degree of teacher control and low student autonomy predominate. That kind of discipline is not in accordance with democratic principles. In the future, special attention must be given to reshaping disciplinary practice to become more democratic.
Psychological violence is a broader term in comparison to the term mobbing, which refers to the psychological violence that occurs specifically within the workplace. It is defined as unethical ...communication in the work environment caused by one or more people and is usually directed towards an individual or groups. The consequences of mobbing can be unpleasant for the victim, the institution and the whole society. Owing to the mission of educational institutions, the consequences of mobbing in their environment are even more complex and long-term. Pre-school and school teachers with their behaviour and relation to others in school or kindergarten co-create a space where children acquire their social and emotional experience. In our research, the problem of psychological violence in educational institutions was given special attention. We have researched which psychologically violent behaviours are, according to interviewees, present amongst employees in educational institutions on different levels: in kindergarten, primary and secondary school. The research has confirmed that employees in educational institutions agree that various psychologically violent behaviours are present in educational institutions at all levels. Preschool, primary school and secondary school teachers most agree that the category of mobbing behaviour, meaning an attack on expression and communication, is indeed present in their institution. Amongst individual behaviours, the interviewees most commonly affirm that in their institution one can find reduced possibilities for expressing oneself and his/her opinion. The research has confirmed some differences regarding the presence of particular mobbing behaviours amongst employees in educational institutions on different levels. PUBLICATION ABSTRACT
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