Abstract
This study looks fundamentally at the areas of harassments for students of secondary schools, and to highlight that apparently conducive environment of classroom may have some element of fear and harassment which hinder learning. Stratified random sampling technique was used and a questionnaire for students was administered followed by classroom observation. Statistical analysis of data revealed that girls face more harassment than boys and the major area of fear for girls is examinations and boys feel fear from their teachers. Studying under stressful conditions put extra burden on the students which adversely affect students’ mental and physical health. Education is an accepted basic human right, directed to the full development of the human personality, can only be ensured, when learners are free from all kinds of stresses. The development of human personality in totality is not possible under stressful conditions. If such conditions prevail, it is for sure that some aspect of human personality will be damaged and a balanced personality is not guaranteed. Due to ignorance we are striving against our educational objectives of personality development it may be said that students over come these fears as time passes, but the fact remains that being fear free and getting immune are two different things and both may not be mixed up. The positive reinforcement (pleasant feeling) gear us towards our objective, but a negative reinforcement (unpleasant feeling) develops avoidance behavior.1 The existing situation is negatively reinforcing the students and gradually they are developing fearful feeling for all educational activities. Thus the school has turned into a terrifying place, where they feel scared all the times and where there are threats linked with all tasks. Teachers, educational managers and school counselor can change schools into more friendly and favorite place for students using results of this study.
Muhammad Asif khan, , Dr. Arshad Ali, Tayyaba Mufti,. (2011) Beneath The Surface: An Investigation of School Related Fears and Harassment, The Dialogue, Volume 6, Issue 4.
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