Posted: April 24th, 2025

Responses needed

• You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) 
• All replies must be constructive and use literature where possible.
• You must apply intext citation and use credible sources

Moral Development, Social Cultural Diversity, & Exceptional Learners

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. Students should always cross-reference the current APA guide for correct styling of citations and references in their academic work.)

Read

·

Durwin, C. C., & Reese-Weber, M. J. (2020).

· Chapter 4: Moral Development

· Chapter 17: Classroom Management

·

Creating an APA annotated bibliography

Memorial University Libraries. (2008). 
How to write annotated bibliographies. Retrieved November 13, 2013, from http://www.library.mun.ca/guides/howto/annotated_bibl.php

Watch

·
Howard Gardner of The Multiple Intelligence Theory (7:54)
Derrick Purefoy. (2009, November 7). 
Howard Gardner of The Multiple Intelligence Theory[Video]. YouTube.

Howard Gardner of The Multiple Intelligence Theory

·
Project based learning (8:27)
LearningGate. (2011, February 2). 
Project based learning [Video]. YouTube. 

Project Based Learning

·
Wechsler adult intelligence (13:23)
Audiopedia. (2014, August 11). 
Wechsler adult intelligence [Video]. YouTube. 

Wechsler Adult Intelligence Scale

Supplemental Materials & Resources

· Shepard, L. A., Penuel, W. R., & Davidson, K. L. (2017). Design principles for new systems of assessment. 
Phi Delta Kappan, 
98(6), 47-52.

·

 Design principles for new systems of assessment

 
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Reply from Ericka Daurex Hansen

What are the issues in this case? 

The case of Joshua at Fairfield High School highlights several critical issues related to bullying, harassment, and the impact of rumors on a student’s well-being. The primary issues include the escalation of harassment based on perceived sexual orientation, the failure of school administration to effectively address the bullying, and the resulting psychological and academic decline in Joshua.

Why might a student become a target of harassment by peers? 

Students may become targets of harassment for various reasons, including differences in social behavior, interests, or perceived identity traits, such as sexual orientation. In Joshua’s case, his involvement in traditionally perceived “non-masculine” extracurricular activities like drama and chorus may have contributed to the rumors and subsequent harassment. Peer pressure and the need for social conformity in school environments often lead to targeting those who do not fit the mold (Smith, 2016).

What, if anything, could Joshua have done to prevent or stop the harassment? 

While Joshua’s situation is dire, potential preventive measures could have included seeking support from trusted peers or school counselors early on. Expressing his concerns to teachers or school administration could have prompted a more proactive response before escalation occurred (Wang, 2014). Additionally, fostering a support network among his friends involved in extracurricular activities might have provided him with a buffer against the harassment.

What could Joshua’s teachers have done to stop the harassment? 

Joshua’s teachers could have played a pivotal role in addressing the harassment. They should have been more vigilant in recognizing signs of bullying and intervening promptly. Implementing anti-bullying policies, facilitating discussions about diversity and inclusion, and creating a safe space for students to report incidents could have mitigated the harassment (Olweus, 2013).

What should be done at this point? By whom? Why? 

At this juncture, a multi-faceted approach is necessary. School administration should conduct a thorough investigation into the harassment, involving both students and parents. Creating awareness through workshops and anti-bullying campaigns can help foster an inclusive environment. Additionally, providing Joshua with counseling services and ensuring he feels safe at school is vital. It is crucial for the administration to demonstrate a commitment to student safety and well-being (Espelage & Swearer, 2010).

What do you think will happen now? Why? 

If the school takes decisive action to address the bullying, there is potential for improvement in Joshua’s situation. However, if the harassment continues unchecked, it may lead to further withdrawal and deterioration in his mental health and academic performance. The school’s response will significantly influence Joshua’s ability to feel safe and supported in his educational environment.
References

Espelage, D. L., & Swearer, S. M. (2010). Bullying in American schools: A social-ecological perspective on prevention and intervention.  Routledge.
Olweus, D. (2013). Bullying at school: Evidence-based strategies for prevention. Wiley-Blackwell.
Smith, P. K., Cowie, H., Olafsson, R. F., & Liefooghe, A. P. (2016). Definitions of bullying: A comparative review. Aggressive Behavior, 32(4), 364-375.
Wang, J., Iannotti, R. J., & Nansel, T. R. (2014). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45 (4), 368-375.

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1)

Reply from Salma Zaidi

Case Study Discussion: Harassment at Fairfield High School 

1.
What are the issues in this case? 

The primary issue in this case is the persistent and escalating harassment that Joshua faces due to a rumor regarding his sexual orientation. The bullying starts with verbal taunts and progresses to more severe actions, including vandalism and threats, creating a hostile environment for Joshua. This harassment impacts his mental health, self-esteem, and academic performance, leading to social withdrawal and declining grades. Research has shown that bullying can lead to long-term psychological consequences such as anxiety, depression, and feelings of worthlessness, like what Joshua is experiencing (Wolke & Lereya, 2015). Joshua feels increasingly isolated, fearing for his safety and unable to stop the harassment despite the school’s intervention. 

2
. Why might a student become a target of harassment by peers? 

Students often become targets of harassment for being perceived as different. In Joshua’s case, the rumor about his sexual orientation makes him vulnerable to bullying, which is common among students who do not conform to social norms. Peer harassment is often driven by the need to assert dominance and reinforce group boundaries, and adolescents may target those perceived as weaker or different (Hymel & Swearer, 2015). Social biases, especially toward sexual minorities, can exacerbate bullying in school environments. Research suggests that LGBTQ+ students are particularly vulnerable to bullying and often face more severe forms of harassment (Bradshaw, 2020). 

3.
 What, if anything, could Joshua have done to prevent or stop the harassment? 

While it is unreasonable to expect Joshua to prevent the harassment on his own, seeking support earlier might have helped to reduce the severity of the bullying. According to Bradshaw (2020), early intervention from trusted adults or peers can sometimes stop bullying from escalating. Joshua could have reported the incidents sooner to school officials, who might have been able to intervene earlier. Additionally, finding supportive allies among his peers could have helped him feel less isolated and vulnerable. However, given the intensity of the harassment and its escalation even after administrative intervention, it is unlikely that Joshua alone could have stopped it. 

4
. What could Joshua’s teachers have done to stop the harassment? 

Joshua’s teachers could have played a more active role in preventing the harassment by creating an inclusive and respectful classroom environment. Research by Hymel & Swearer (2015) suggests that schools with strong anti-bullying policies and programs, combined with a culture of empathy and acceptance, are more effective in preventing bullying. Teachers could have implemented structured discussions around diversity, tolerance, and empathy to promote a supportive culture. Monitoring students’ interactions and addressing even minor incidents of teasing or exclusion might have prevented the escalation of bullying. Teachers should have also worked more closely with school counselors and administrators to provide Joshua with additional emotional support. 

5
. What should be done at this point? By whom? Why? 

At this point, the school administration must take a stronger stance by reinforcing its anti-bullying policies and taking legal action if necessary. According to Wolke & Lereya (2015), persistent bullying can have long-lasting effects on students’ mental health, including anxiety and depression, which Joshua is already experiencing. The school should involve law enforcement to address the criminal aspects of harassment, such as vandalism and threats. Joshua should be given access to counseling to help him cope with the bullying’s emotional impact. Also, the school must educate the entire student on the consequences of bullying and the importance of respecting differences. Engaging the parents of the students involved in the bullying could also help to ensure that the harassment stops. 

6
. What do you think will happen now? Why? 

If immediate and effective measures are not taken, Joshua’s mental health and academic performance may continue to decline. Research indicates that victims of prolonged bullying can experience long-term effects, including depression, social withdrawal, and academic underachievement (Bradshaw, 2020). On the other hand, if the school implements comprehensive anti-bullying strategies and provides Joshua with adequate support, he may begin to recover his confidence and feel safer at school. The involvement of the wider community, including parents and law enforcement, will be crucial in ensuring that the harassment does not continue or worsen. 

References 

Bradshaw, C. P. (2020). Examining the context and outcomes associated with bullying in schools. 
Theory Into Practice, 59(2), 107–116. 

https://doi.org/10.1080/00405841.2020.1725410Links to an external site.

Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. 
American Psychologist, 70(4), 293–299. 

https://doi.org/10.1037/a0038928Links to an external site.

Wolke, D., & Lereya, S. T. (2015). Long-term effects of bullying. 
Archives of Disease in Childhood, 100(9), 879–885. 

https://doi.org/10.1136/archdischild-2014-306667Links to an external site.

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