In the beginning of the #Metoo-movement in 2017, a large number of girls and women from many countries, not least from Sweden (Swedish Gender Equality Agency, 2022) gave their experiences of being sexually harassed. These experiences of sexual harassment in an allegedly gender-equal country, underscores the importance of further studies. Within the Nordic education system, there is an overarching democratic assignment, which means that all students must be treated equally and where no one must be subjected to offensive discrimination, for example sexual harassment (Måwe, 2018). The Swedish Discrimination Act prescribes that all children have the right to be in school without risk of being exposed to violence or harassment (SFS, 2008:567). But, research shows that sexual harassment is part of everyday life for many young people and occurs at all levels in the educational system. The perpetrator is often a boy and the victims are frequently girls. Most often the harassment takes place outside the class time, for example in corridors, in school yards and in locker rooms (Gillander Gådin, 2012; 2019; Plan International, 2020; Eek-Karlsson, Berggren & Torpsten, 2022).  In this study the focus is to problematize Swedish schools assignment to work for counteracting sexual harassment. The aim is to contribute with knowledge about students’ views upon teachers’ teaching regarding the work of counteracting sexual harassment. The research question guiding the study is:

• How can students descriptions regarding teachers assignment to counteract sexual harassment be understood from a didactical perspective?’

From a didactic perspective, the prevention and promotion work can include both the teaching that formally takes place during the lessons as well as informal meetings between lessons. In this study it also includes the quality of the relationships between teacher and student, as well as how activities are organized in order to create safe learning environments.  Depending on underlying values that permeate the school organization and the teacher’s teaching, different affordances will fall out (Wahlström, 2019). 

The theoretical framework is based on an educational perspective and directed towards teachers’ work against oppression and towards social justice. Basically, we use Kumashiro’s theory of anti-oppressive education. He has developed four different strategies, which all have both strengths and weaknesses. The strategies are called ‘Education for the Other’, Education about the Other, Education that is critical of privileging and othering, and ‘Education that changes’ (Kumashiro, 2002). More specifically it deals with the relationships between teacher and student, teacher and the knowledge content as well as the teaching process. The concept ‘teaching’ is understood in this study as ‘teaching acts’ that are carried out both in formal teaching situations within specific lessons as well as in informal teaching situations in between the lessons (Gardesten, 2021).

Teaching in school always takes place in a social context and it is in this context conditions for learning are created. Teachers’ basic educational/pedagogical view is the starting point for how the teachers plan and stages the education. All education has a content dimension, i.e. what is to be in focus, for example knowledge, skills and understanding. In teaching there is also a process dimension, which includes how the education is staged. Linked to Kumashiro’s four approaches, they all have relational, content-oriented and process-oriented didactic perspectives. Preventing and managing the occurrence of sexual harassment in school (and in its extension the work for social jusice) can be understood in different ways. In this study the focus is on students’ views on teachers’ education, i.e.  the focus is not  on what really happens in practice. Nor can anything be said about teachers' own intentions behind their teaching.

This study is part of a larger project with an overall aim to contribute knowledge about how boys and girls at different ages talk about and understand sexual harassment. The research project has been approved by the Swedish Ethical Review Authority. The empirical data was collected through semi-structured pair interviews in school year 5, 6, 8, in compulsory school and in school year 1 and 3 in upper secondary school. Overall, 28 girls and 22 boys were interviewed. Mostly, the students were interviewed in pairs. The interviews lasted between 40 and 80 min, in total 18 hours and 10 minutes. All the interviews were recorded and transcribed. The youth were given fictitious names to safe- guard their anonymity. The data in the present study, consists of the students opinions concerning how teachers work to counteract sexual harassment. It is important to emphasize that the empirical basis of the present study consists of the students' opinions of the teacher's approach and teaching and not of what really happens in practice. Nor can anything be said about teachers' own intentions behind their teaching. The analysis of the transcribed data was conducted in two steps, based on the purpose of the study and the interview question. Initially a content analysis was con- ducted, in which quotes concerning how the girls manage sexual harassment online and offline and conditions for preventing sexual harassment were put together in a separate document. Central meaning bearing units were formulated and eventually patterns appeared, concerning both research questions (Mayring, 2000). To get a deeper understanding, the next step was to analyse the data using didactical theories. In this process, three categories appeared; a ‘relationship oriented’, a ‘content oriented’ and a ‘process oriented’ perspective. Through an in-depth analysis sub categories were formulated.

The results show that the students have many opinions on teachers’ teaching to counteract sexual harassment. Three major didactical perspectives can be found. Teaching to counteract sexual harassment in a relational didactical perspective is the first, focusing the didactical relation between teacher and student. In this context it means that the relation has a special intention - to promote learning. The student means that teachers need several competences to be able to counteract sexual harassment. The relational competence is crucial both concerning the students' feeling of trust and the credibility of the teaching. It’s important to step forward as a safe and reliable close adult. When it comes to urgent measures the students expect teachers to act responsibly and professionally. It’s an adult responsibility to show genuine interest and ability to act. The second perspective expressed by the students is a content oriented perspective. When the students describe their experiences of their teachers dealing with counteracting sexual harassment the importance of knowledgeable and conscious teachers applying relevant content comes into sight. The teacher has to be familiar with the students’ world as well as having good knowledge. As a good teacher it’s important to focus on equity – to work for equal rights for men and women, boys and girls. The third didactical perspective in the present study forms a processed oriented perspective taking interest in the choices av teaching acts that teachers do when they try to counteract sexual harassments in school. A process of learning and development is established, using varying methods and many different sources of knowledge. In the eyes of the students it seems important to establish this process in a safe environment - to work with activities that create community. It’s a long-term work as it’s important to do it in a promotional and preventive way.

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