De ervaringen van leerkrachten met sexting in een schoolcontext
The aim of this paper is to examine factors influence whether teachers in a secondary school talks about sexting with their students and how effective Sensoa's 'Praten over sexting’ tools are. It is socially relevant because it provides new insights for Sensoa and other organizations of how sexting develop in a classroom. More specifically, the following research questions were formulated. How teachers and students communicate about sexting, whether teachers are competent to respond to situations of online sexual abuse, what knowledge, attitudes or perceptions teachers have about sexting and whether sexting differs according to the gender identity (man or women) that students have. In order to formulate an answer to these questions, 13 in-depth interviews were conducted with teachers working in secondary schools in Flanders and analyzed with the software program NVivo. The communication between teachers and students flows well (the tools didn’t help), they were sufficiently prepared to intervene in transgressive behavior (the tools didn’t help), sexting is okay and accepted by the majority (tools has changed attitudes) and sexting differs among boys or girls. To conclude, sexting happens in a classroom, but teachers still experience a couple difficulties in dealing with it in a correct way, Sensoa’s tools can help with this.