Speaker
Description
Theoretical Background and Objective of the Study
When children describe unsafe places in school, certain areas are mentioned more frequently as sources of discomfort and fear. Research indicates that children who feel unsafe at school are more often subjected to bullying. For children who are already vulnerable or bullied, unsafe spaces can intensify feelings of insecurity. This study aims to explore experiences of unsafety in school spaces from children’s perspectives.
Methodology
This study is based on qualitative interviews carried out in 2024 with students in grades 4-9 in Swedish schools. The analysis, guided by grounded theory, centers on identifying and understanding specific spaces within schools where children report feeling unsafe.
Results
The school changing room emerged as a space where experiences of unsafety were common. Children described being subjected to exclusion, mockery, gazes, intrusive comments about their bodies, gossip, and the risk of being recorded while undressed. Initial analyses emphasize that the absence of supervising adults further exacerbating the feelings of vulnerability. The result also explores strategies children adapt to navigate the challenges of the changing room environment, which appear especially problematic for bullied children.
Conclusion with Implications for Practice
The compulsory education system requires children to spend a significant portion of their childhood in school environments. By expanding knowledge on children’s experiences of unsafety in specific school settings, this study aims to inform strategies that enhance security, reduce anxiety, and ultimately foster a more positive school experience for vulnerable or bullied children.
Keywords
Unsafe places, School changing room, Child perspective, Agency
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Qualitative method study |
