In this comprehensive volume on sexual harassment in K-12 schools, Stein not only summarizes legal cases and the findings of major surveys but also presents the students' points of view. Boys and girls describe their experience, telling how much sexual harassment hurts, how and when it occurs, and what happens when they turn to school authorities for help.

Educators at all levels will benefit from this informative guide on peer student harassment. This type of harassment affects 70-90% of all students and violates federal and state law. It makes students feel unsafe and affects their ability to learn. It is a form of sexual bullying, often unnoticed, despite its pervasiveness and it occurs more frequently than "traditional" bullying, which affects 30% of students. With more than 700 specific strategies and solutions to use in the classroom, school, and community, this book covers just about everything that educators need, providing a comprehensive and detailed blueprint for an overall plan and policy to prevent and deal with peer harassment, such as how to: -assess the extent of peer harassment -inform everyone about the issue and what needs to be done -develop and evaluate a training program, including targeted training for specific groups -deal with video and computer harassment -plan and conduct an investigation, including how to assess credibility -develop educational programs for students -encourage students to report peer harassment -resolve complaints informally and formally -keep records -write a letter of resolution to students and families -plan and conduct an investigation, including how to assess credibility -create a positive environment in the classroom -engage families and communities in school harassment issues This book is crucial for administrators, teachers, and parents.

Title IX of the Education Amendments of 1972 prohibits sex discrimination in education, including K-12 institutions and colleges/universities. The United States Supreme Court has held that Title IX holds schools liable for sex discrimination, including sexual harassment and sexual assault. In the landmark case, Davis v. Monroe County Board of Education, the Supreme Court identified the criteria in which a school district can be held liable for student-on-student sexual harassment under Title IX. The Supreme Court's criterion is presented in the form of a three-prong test, and all prongs must be satisfied for liability to exist. The first prong is whether or not the harassment was so severe, pervasive, and objectively offensive that the victim was denied access to an educational opportunity. The second prong is whether an official who had the authority to stop the harassment had actual notice of the harassment. Finally, the third prong is whether an official who did have both the authority to stop the harassment and actual notice remained deliberately indifferent. The goal of this study was to analyze post-Davis case law to determine how and when a school can be found liable for student-on-student sexual harassment. This analysis can help school administrators and school boards to develop policies and practices to help prevent Title IX liability for student-on-student sexual harassment.

This text brings together data on student-to-student sexual harassment in K-12 schools, summarizing legal cases, as well as the findings of major surveys. Both boys and girls talk about their experiences, explaining what happens when students turn to school authorities for help.

Sexual harassment has long been an unfortunate part of the climate in middle and high schools in the United States. Often considered a form of bullying, sexual harassment by definition involves sex and gender and therefore warrants separate attention. This report provides fresh evidence about students' experiences, including being harassed, harassing someone else, or witnessing harassment. The students share their reactions to their experiences, and also provide ideas for how schools can respond to and prevent sexual harassment.

This study investigates secondary school students' experiences of sexual harassment--and all the bullying, teasing, and touching it entails--and compares the results with those of the 1993 study "Hostile Hallways: The AAUW Survey on Sexual Harassment in America's Schools." Topics in the survey include students' knowledge and awareness of sexual harassment, personal experiences with sexual harassment in their school lives, and the emotional and behavioral impact of these experiences. A nationally representative sample of 2064 public school students in 8th through 11th grades was interviewed. Using self-administered questionnaires, 1559 students were surveyed during an English class, and 505 students were surveyed online. Students' answers were analyzed, where possible, to identify any difference by gender, race/ethnicity, grade level, and area of school. As in 1993, nearly all students say they know what sexual harassment is, and they provided their own definitions when asked. Major findings reveal the following: significant numbers of students are afraid of being hurt or bothered in their school lives; sexual harassment is widespread in school life; school sexual harassment has a negative impact on students' emotional and educational lives; students today are more likely than those in 1993 to say their schools have a policy or distribute literature on sexual harassment; nearly all students surveyed know what sexual harassment is; the most upsetting examples of sexual harassment in school life involve speech as well as actions; a sizeable minority of students reports high levels of sexual harassment in school; most experiences involve students harassing students, although many experiences involve school adults harassing students; and slightly more than half (54%) of students say they have sexually harassed someone during their school lives. Contains 29 figures and an afterword. Appended is the research methodology with additional figures. (BT)

This A-Z guide presents a multi-dimensional approach to preventing and eliminating sexual harassment in schools. Written by former classroom teachers and extensively pilot-tested in middle schools and high schools nationwide, "Flirting or Hurting?" includes: core lessons, student handout reproducibles, supplemental activities, writing assignments, homework ideas, background teaching notes.

Wetzel and Brown examine the extent to which student-to-student sexual harassment exists in secondary schools today. They provide evidence that student sexual harassment is not only currently widespread, it is also unconsciously and consciously condoned by school authorities who are charged with providing a safe and effective educational environment. After reviewing the state of sexual harassment in American high schools, the authors provide the best practices for increasing awareness of what behaviors constitute sexual harassment as well as alert readers to the negative impact on both boys and girls, where sexual harassment is most likely to take place, and ways students can become more socially adept. A template for developing a school district policy is presented as are strategies for educating and dissemination. Practical and specific strategies for parents, teachers, and students are presented in detail.

"Sexual violence is more than just a crime against individuals. It threatens our families, it threatens our communities; ultimately, it threatens the entire country. It tears apart the fabric of our communities. And that's why we're here today -- because we have the power to do something about it as a government, as a nation. We have the capacity to stop sexual assault, support those who have survived it, and bring perpetrators to justice."President Barack Obama, January 22, 2014"Freedom from sexual assault is a basic human right... a nation's decency is in large part measured by how it responds to violence against women... our daughters, our sisters, our wives, our mothers, our grandmothers have every single right to expect to be free from violence and sexual abuse."Vice President Joe Biden, January 22, 2014