Harassment In High School Students Based On Class Levels (X, XI, XII) In Medan City

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Harassment in High School Students Based on Class Levels (X, XI, XII) in Medan City: A Comparative Study

Introduction

Harassment is a significant concern in schools worldwide, affecting students' mental health, academic performance, and overall well-being. In Medan City, Indonesia, high school students are not immune to this issue. This study aims to investigate the level of harassment among high school students in Medan City, specifically focusing on the differences based on class levels (X, XI, and XII). A total of 1153 students from 24 schools in Medan were involved in this study, providing valuable insights into the prevalence and characteristics of harassment in high school students.

Methodology

This study employed a quantitative approach, using the One-way ANOVA test to analyze the data collected from the students. The data were collected using a survey questionnaire that assessed the level of harassment experienced by students in various aspects, including physical, verbal, psychological, relational, and cyber harassment. The results of the study were then compared across different class levels to identify any significant differences.

Results

The results of this study show that there are significant differences in the level of harassment among high school students in Medan City, based on class levels. Specifically, the study found that:

  • Significant differences based on HEALTH ASPECT: The study identified significant differences in the level of harassment based on aspects: physical, verbal, psychological, relational, and cyber. The results show that there are significant differences in the four aspects except the relational aspects.
  • Class XI: the peak point of harassment: Further analysis shows that class XI students experience higher levels of harassment than classes X and XII in all aspects of harassment, including physical, verbal, psychological, relational, and cyber.
  • Differences in the perception of victims in various schools: This study also examined the perception of abortion victims in various schools. The NH school has the highest perception of the negotiations, while the M3 school has the lowest score. This indicates differences in school culture and the environment that affect the level of harassment.

Discussion

The findings of this study provide a deeper understanding of the harassment in Medan City High School. Differences in the level of harassment based on class show that the age and socio-social development factors of students may play an important role. Increased harassment in class XI may be associated with academic pressure, social competition, or hormonal changes that occur in adolescence.

Differences in the perception of victims in various schools show the need for a negotiate prevention strategy that is adjusted to the conditions of each school. Schools with high perception of victims need to focus on efforts to increase awareness about harassment and build a more inclusive school culture.

Importance of Prevention and Intervention

This finding emphasizes the importance of efforts to prevent and intervene in schools. Schools, parents, and the community need to work together to create a safe and supportive school environment for all students. Effective harassing prevention programs can include:

  • Education about harassment: Increasing awareness about various forms of harassment, negative effects, and how to overcome them.
  • Socio-emotional skills development: Helping students to develop effective communication skills, empathy, and the ability to resolve conflicts peacefully.
  • Inclusive school culture formation: Creating a school environment that appreciates diversity, tolerance, and respect for all students.

With coordinated efforts, we can create a safer school environment and free of harassment for all students.

Conclusion

This study highlights the importance of addressing harassment in high school students, particularly in Medan City. The findings of this study provide valuable insights into the prevalence and characteristics of harassment in high school students, based on class levels. The study emphasizes the need for a negotiate prevention strategy that is adjusted to the conditions of each school, and the importance of efforts to prevent and intervene in schools. By working together, we can create a safer school environment and free of harassment for all students.

Recommendations

Based on the findings of this study, the following recommendations are made:

  • Schools: Schools should develop and implement effective harassing prevention programs that include education about harassment, socio-emotional skills development, and inclusive school culture formation.
  • Parents: Parents should work with schools to create a safe and supportive school environment for all students.
  • Community: The community should support schools and parents in their efforts to prevent and intervene in harassment.
  • Government: The government should provide resources and support to schools and communities to address harassment in high school students.

By implementing these recommendations, we can create a safer school environment and free of harassment for all students.
Frequently Asked Questions (FAQs) about Harassment in High School Students Based on Class Levels (X, XI, XII) in Medan City

Q: What is harassment in high school students?

A: Harassment in high school students refers to any behavior that is intended to intimidate, threaten, or humiliate another student. This can include physical, verbal, psychological, relational, and cyber harassment.

Q: What are the different types of harassment?

A: The different types of harassment include:

  • Physical harassment: This includes any physical contact that is intended to intimidate or harm another student.
  • Verbal harassment: This includes any spoken words or language that is intended to intimidate or humiliate another student.
  • Psychological harassment: This includes any behavior that is intended to intimidate or humiliate another student, such as name-calling or exclusion.
  • Relational harassment: This includes any behavior that is intended to intimidate or humiliate another student, such as spreading rumors or excluding someone from a social group.
  • Cyber harassment: This includes any behavior that is intended to intimidate or humiliate another student, such as sending threatening messages or posting hurtful comments online.

Q: What are the risk factors for harassment in high school students?

A: The risk factors for harassment in high school students include:

  • Age: Students in class XI are more likely to experience harassment than students in classes X and XII.
  • Socio-social development: Students who are in the process of developing their social skills and relationships are more likely to experience harassment.
  • Academic pressure: Students who are under academic pressure are more likely to experience harassment.
  • Hormonal changes: Students who are experiencing hormonal changes during adolescence are more likely to experience harassment.

Q: What are the consequences of harassment in high school students?

A: The consequences of harassment in high school students can include:

  • Emotional distress: Harassment can cause students to feel anxious, depressed, or suicidal.
  • Academic problems: Harassment can cause students to struggle with their schoolwork or attendance.
  • Social problems: Harassment can cause students to struggle with social relationships or feelings of isolation.
  • Physical problems: Harassment can cause students to experience physical symptoms such as headaches or stomachaches.

Q: How can schools prevent harassment in high school students?

A: Schools can prevent harassment in high school students by:

  • Developing and implementing effective harassing prevention programs: This can include education about harassment, socio-emotional skills development, and inclusive school culture formation.
  • Providing support for victims of harassment: This can include counseling, academic support, and social support.
  • Creating a safe and supportive school environment: This can include promoting a positive school culture, encouraging student participation, and addressing bullying and harassment.

Q: How can parents support their children in preventing harassment in high school students?

A: Parents can support their children in preventing harassment in high school students by:

  • Talking to their children about harassment: This can include discussing the different types of harassment, the risk factors, and the consequences.
  • Encouraging their children to report harassment: This can include teaching their children how to report harassment and providing support for their children if they experience harassment.
  • Supporting their children in developing socio-emotional skills: This can include encouraging their children to develop effective communication skills, empathy, and the ability to resolve conflicts peacefully.

Q: How can the community support schools in preventing harassment in high school students?

A: The community can support schools in preventing harassment in high school students by:

  • Providing resources and support: This can include providing funding, personnel, or other resources to support schools in their efforts to prevent harassment.
  • Promoting a positive community culture: This can include promoting a positive community culture that values diversity, tolerance, and respect for all individuals.
  • Supporting schools in their efforts to prevent harassment: This can include attending school events, volunteering in schools, or providing support for students who experience harassment.