The Impact of Sexual Harassment in Schools on Pupils Mental Health

As part of #16daysofActivism, Gender Action have a guest blog from our placement student, Sun Xi, who was studying for an MA in International Development at Sheffield University. Sun Xi supported our evaluation and impact of the Gender Action Programme.

Sexual harassment is defined as unwanted verbal, non-verbal, or physical sexual behaviours intended or resulting in the violation of an individual's psychological or physical integrity, often achieved by creating an atmosphere of fear, hostility, humiliation, or aggression (Mitchell, Ybarra and Korchmaros, 2014). Adolescence should be a time for exploration and growth, yet the pervasiveness of sexual harassment casts a shadow over this precious period. This blog aims to uncover how sexual harassment affects the mental health of young people and explore ways educators can collectively strive to change this troubling trend. 

A wealth of international research demonstrates that sexual harassment is a significant public health issue that profoundly affects the health and well-being of young people. A US survey (Hill and Kearl, 2011) reported that 48% of 7th to 12th-grade students have experienced sexual harassment and 87% of these reported negative impacts from these experiences. 

Victims of sexual harassment often suffer psychological trauma, including anxiety, depression, panic, fear, decreased self-esteem, and reduced life satisfaction (Kaltiala-Heino, Fröjd and Marttunen, 2016; Bucchianeri et al., 2014). A Norwegian study by Bendixen, Daveronis, and Kennair (2018) indicates that victims of sexual harassment are more likely to report depression compared to those who have not experienced harassment. Furthermore, sexual harassment can lead to long-term consequences; even 2.5 years after the incident, with young people continuing to experience emotional distress (Chiodo et al., 2009). 

Growing concern about the issue is supported by findings that sexual harassment has become so widespread in schools in Sweden that these behaviours are now considered normal or predictable (Gillander and Stein, 2019). This concern led to the 2021 OFSTED Review of Sexual Abuse in Schools and Colleges (Gov.uk, 2021). The review’s remit included looking at how to support schools and colleges to deliver the RSHE (relationships, sex and health education) curriculum, including teaching about sexual abuse, cyberbullying and pornography as well as health relationships and consent. 

The review revealed how prevalent sexual harassment and online sexual abuse are for children and young people, and confirmed that for some children, incidents are so commonplace that they see no point in reporting them. Children and young people were rarely positive about the RSHE they had received, and some teachers and leaders underestimated the scale of the problem. The review’s recommendations highlighted the need for a whole school approach and staff and governor training. Recommendations for the government included taking the review into account about the Online Safety Bill 2023. 

Much work has been done since. The Parliamentary Women and Equalities Committee published its latest ‘Attitudes towards women and girls in educational settings’ report in July 2023. Parliament published responses to this in November 2023. The Department for Education’s programme of actions has included the issuing of strengthened ‘Keeping Children Safe in Education’ statutory guidance and revised stand-alone guidance on Child-on-Child Sexual Violence and Sexual Harassment and work with the Children’s Commissioner on a guide for parents to talk to children about online sexual harassment. 

The Online Safety Act 2023 has now passed into law, however not only does it not come into force until 2025, but it is also the object of widespread criticism because it does not go far enough. This is unsurprising given wider ongoing evidence of the ability of social media to operate, under the radar.’ 

It is also worth considering the tendency to focus on the experience of girls and women. Although girls may experience more sexual harassment than boys, there are male victims too.  From a historical perspective, victims of sexual harassment have traditionally been viewed as predominantly female, experiencing more pronounced negative effects compared to males (Hill and Kearl, 2011). Male victims may also experience psychological trauma, particularly in cultures where male dominance prevails, which may discourage them from disclosing their experiences and seeking help ((Wang, Eklund, and Yang, 2022). Sexual harassment is associated with psychological distress in both females and males, albeit they exhibit different symptoms. Male students who experience sexual harassment are more likely to perceive their health as poor and report symptoms of depression, while females are more likely to report symptoms of anxiety (Bastiani, Romito, and Saurel-Cubizolles, 2019). 

In short, this is a serious problem which cannot be ignored. Sexual harassment in schools has serious implications for young people’s mental health. Immediate action is crucial to implement effective educational initiatives and strengthen partnerships to safeguard students and foster a supportive learning environment. All stakeholders must collaborate to address this pressing issue and protect the well-being of young people. 

Reference List 

Bastiani, F., Romito, P. and Saurel-Cubizolles, M.J., 2019. Mental distress and sexual harassment in Italian university students. Archives of women's mental health, 22, pp.229-236. 

Bendixen, M., Daveronis, J. and Kennair, L.E.O., 2018. The effects of non-physical peer sexual harassment on high school students’ psychological well-being in Norway: Consistent and stable findings across studies. International Journal of Public Health, 63, pp.3-11. 

Bucchianeri, M.M., Eisenberg, M.E., Wall, M.M., Piran, N. and Neumark-Sztainer, D., 2014. Multiple types of harassment: Associations with emotional well-being and unhealthy behaviors in adolescents. Journal of Adolescent Health, 54(6), pp.724-729. 

Gillander Gådin, K. and Stein, N., 2019. Do schools normalise sexual harassment? An analysis of a legal case regarding sexual harassment in a Swedish high school. Gender and Education, 31(7), pp.920-937. 

GOV.UK, 2021. Ofsted review of sexual abuse in schools and colleges. https://www.gov.uk/government/publications/review-of-sexual-abuse-in-schools-and-colleges  

Hill, C. and Kearl, H., 2011. Crossing the line: Sexual harassment at school. American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036. 

Kaltiala-Heino, R., Fröjd, S. and Marttunen, M., 2016. Sexual harassment and emotional and behavioural symptoms in adolescence: stronger associations among boys than girls. Social psychiatry and psychiatric epidemiology, 51, pp.1193-1201. 

Mitchell, K.J., Ybarra, M.L. and Korchmaros, J.D., 2014. Sexual harassment among adolescents of different sexual orientations and gender identities. Child abuse & neglect, 38(2), pp.280-295. 

UK Parliament, 2023. Attitudes towards women and girls in educational settings. 

UK Parliament, 2023. Attitudes towards women and girls in educational settings: Government, Ofsted and Office for Students responses. 

Wang, S., Eklund, L. and Yang, X., 2022. The association between sexual harassment and mental health among Chinese college students: do gender and social support matter?. International journal of public health, 67, p.1604922.