PRACTICES AND POLICIES IN HIGH SCHOOLS TO PREVENT EDUCATOR-TOSTUDENT SEXUAL MISCONDUCT: A PRINCIPAL’S STUDY OF KNOWLEDGE AND EXPERIENCES
Abstract
The purpose of this study was to investigate high school policies and procedures
that address educator sexual misconduct. High school principals completed an online
questionnaire which addressed administrator knowledge of state and federal laws and
regulations; knowledge of district policies and procedures; experience with educator
sexual misconduct; training and communication available in their schools and school
districts for staff, parents, and students; the policies and procedures in place in
secondary schools to prevent educator sexual misconduct; and related problems that
are reported to school administrators. Responses were compared by school size,
community type, and Title I eligibility.
The findings of the study revealed that principals feel they have knowledge of the
federal and state laws and regulations, as well as the district policies and procedures.
However, principals reported a lack of specific policies addressing sexual harassment
and discrimination of gay, lesbian, bi-sexual, and transgender students; training for
students and teachers in recognizing and responding to sexual misconduct; and sexual
misconduct related to students with disabilities. In addition, most principals stated that
their schools have not surveyed students to determine the extent of sexual harassment
on the campus. Principals of the largest schools and the urban and suburban schools
were more actively involved in educator-to-student sexual misconduct investigations.
Description
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Article
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Keywords
educator sexual misconduct, schools, policy, law, training, response, child sexual abuse
Citation
Adkison, J. (2010). PRACTICES AND POLICIES IN HIGH SCHOOLS TO PREVENT EDUCATOR-TO-STUDENT SEXUAL MISCONDUCT: A PRINCIPAL’S STUDY OF KNOWLEDGE AND EXPERIENCES (Doctoral dissertation, University of North Texas).