This study examines the factors that determine the experience of bullying among high school students, using data from a prefectural-level survey. As previous studies have mainly focused on elementary and junior high school students, the situation of high school students has not been fully investigated. This study aims to address this research gap by leveraging data from full-time public high schools in Prefecture X.

 Empirical studies utilizing large datasets have demonstrated the relationship between bullying and various student characteristics (e.g., academic achievement and socioeconomic background). However, previous studies examining the relationship between bullying victimization and academic achievement have produced inconsistent results. This study considers both individual-level and school-level factors that lead to bullying victimization. At the individual level, it hypothesizes that academic performance and interest in otaku culture are risk factors for being bullied: for example, that students with particularly high or low academic performance or those who are deeply involved in otaku culture are more likely to be bullied. At the school level, the study predicts that the school’s overall academic performance and the existence of a hierarchy among students, called “school castes,” are environmental factors that affect the risk of being bullied.

 The analysis revealed that approximately 40% of second-year high school students had been subjected to at least one form of bullying. With regard to the relationship between individual academic achievement and victimization, students with lower academic performance in high school are more likely to experience social exclusion, neglect, or physical assault. Furthermore, students with a pronounced interest in otaku culture exhibited an elevated risk of victimization across all categories. At the school level, two factors were identified as contributing to the prevalence of bullying. First, in schools with lower overall academic achievement, victimization was more prevalent across all types of bullying, with particularly high rates of physical aggression. Secondly, schools where students perceived the hierarchy of the school caste system experienced a heightened prevalence of verbal harassment and exclusion.

 The following conclusions can be drawn from the results of the study, regarding the incidence of bullying in Japanese schools. First, this study is in the vanguard in its use of Japanese survey data to demonstrate the impact of school-level academic ability and individual academic ability on bullying incidence. Second, bullying such as teasing and social exclusion has two aspects: it can arise due to friendship inactivity or be triggered by friendship dynamics. Third, this study is the first to quantitatively examine the relationship between interest in otaku culture and bullying, revealing that students with such interests are more likely to be bullied. Finally, the paper posits that accumulated communication between students within school castes that does not appear to be bullying at first glance is, in fact, an environmental factor that allows bullying to occur. This suggests that efforts to eliminate hierarchical relationships among students throughout the school may serve to reduce bullying.

 This paper examines the practices of support provided by community engagement professionals to faculty members involved in community-based learning (CBL) through collaboration between universities and local communities, using the case of Portland State University (PSU) in the United States. Community engagement professionals manage and coordinate educational activities that connect universities and local communities, playing a crucial role in supporting faculty across a range of academic disciplines. Although these professionals have emerged as part of the organizational development of CBL in US universities, they continue to face challenges at Japanese universities, including unclear role definitions and difficulties in articulating their expertise.

 Effectively integrating community engagement into university education requires faculty members to implement high-quality programs, necessitating appropriate support and collaboration with community engagement professionals. Supporting CBL faculty is a key responsibility of these professionals. However, research and discussion regarding their initiatives, evaluations, and future development directions remain limited, indicating the need for further study.

 The purpose of this study is to clarify how community engagement professionals contribute to faculty CBL practices and to examine the impact of their support on faculty capacity development. To explore these issues, a case study approach was adopted, focusing on the implementation of capstone courses within PSU’s general education curriculum (University Studies). Data were collected through interviews with faculty members teaching these courses and with community engagement professionals. Two capstone courses were selected: one taught by a tenure-track faculty member with limited CBL experience, and another by an experienced adjunct instructor.

 The interviews explored the interactions between community engagement professionals and faculty members during the development and implementation of their capstone projects. The findings were analyzed from two perspectives: (1) the involvement of community engagement professionals in faculty CBL practices, and (2) the types of support provided, categorized as operational, reflective, and emotional support. The analysis drew on Dostilio’s (2017) competency model for community engagement professionals, Welch and Plaxton-Moore’s (2007) emphasis on faculty competency development, and Nakahara’s (2010) framework of workplace learning.

 The results revealed that the involvement of community engagement professionals encouraged faculty, regardless of expertise or experience, to collaborate with diverse community stakeholders, facilitating the formation of effective CBL initiatives. Moreover, engagement professionals played a critical role in assisting faculty in reflecting on the issues encountered during practice, supporting the transformation of these experiences into developmental processes. The importance of providing individualized support tailored to each faculty member’s experiences and needs was particularly emphasized.

 These findings suggest that interactions between faculty and community engagement professionals are vital for enhancing the quality of CBL practices. Through appropriate support, the promotion of reflective awareness among faculty, and the facilitation of institutional collaboration, meaningful educational initiatives for students are being advanced.

 Japan’s declining birthrate since the 2000s has accelerated the reduction of high schools, based on market principles. This study examines how gender order has been re-standardized in the context of these school reorganizations, using Aomori Prefecture as a case study. Aomori is characterized by consistently low university enrollment rates and a slower increase in women’s enrollment compared to both other prefectures and to men in Aomori. Therefore, it offers a useful case for observing how gender order is reconstituted through the reduction of high schools.

 After World War II, Japan adopted a coeducational system in high schools. However, the gendered division of Japanese society during the period of rapid economic growth in the late 1960s to the 1970s also shaped education, reinforcing the development of “masculinized” and “feminized” abilities. Since the 1980s, the rise in university enrollment among women has appeared to relax some of these gendered boundaries. In the 2000s, however, high school closures accelerated, and the surviving schools increasingly appeared to be validated by market selection. What kinds of gender orders, then, have been re-standardized in consequence?

 This study classified the public and private full-time high schools in Aomori Prefecture as of 1984 into three categories: male domains, female domains, and neutral domains. By examining each school’s history, track type (academic or vocational), and data on university advancement and employment outcomes, “core” schools within the male and female domains were identified. Based on this framework, the study analyzed which types of schools and domains survived, declined, and were closed from 1984 to 2003 and 2019.

 The analysis revealed that urban maledominated schools and female-dominated schools fostering “masculinized” abilities were more likely to survive. In contrast, schools that specialized in “feminized” abilities or had a relatively high proportion of female students were more vulnerable to downsizing or closure. During this period, women increasingly shifted into vocational education in which the traditional gender order remained intact. At the same time, the educational domains newly entered by women often lacked clearly defined career pathways.

 An analysis of policy documents related to high school reorganization in Aomori Prefecture further revealed that policy adjustments had been implemented in ways reinforcing the trends identified in this study. Designation policies such as “priority schools” and “hub schools” appear to have supported the survival of male domains and contributed to the re-standardization of the superiority of “masculinized” abilities.

 As the proportion of women enrolling in universities has continued to rise, recent debates have focused primarily on gender disparities within higher education. It is therefore important to highlight the ongoing structural issues, including the devaluation of “feminized” abilities within high school education and the neglect of institutional responsibility for providing career support to female students.

 This study explores high school students’ experiences of democratic practices and their collaborations with principals and teachers in a Danish context. According to the United Nations Convention on the Rights of the Child (UNCRC), students’ democratic participation is related to citizenship education and children’s rights. Despite many participatory practices and theories of children’s participation appearing after the ratification of the UNCRC, issues of tokenistic participation remain, and research on democratic education has often reflected desired aims rather than describing current situations and experiences in schools.

 Student councils are a practice of representative democracy in schools designed, in theory, to champion the transparency of information and processes alike; however, they also include contradictions in these premises, such as providing no space for discussion or feedback from students.

 Adopting a qualitative methodology rooted in semi-structured interviews with students, teachers and principals from five upper secondary schools and members of the national high school student organisation in Denmark, this study clarifies how democratic participation can be realised in schools and what kinds of teacher effort and school structure are needed in the decision-making process to ensure that democracy is being practiced.

 This study uncovered three main findings. First, tokenistic participation must be overcome in order to build trust between teachers and students, as well as to make sure that students are respected and feel comfortable expressing their opinions. When teachers listen to students voices, it is easy for students to set the agenda.

 Second, regarding student representation, various approaches have been made toward selecting an agenda that includes students with diverse backgrounds and, through well-being surveys, ensuring that the voices of students who are excluded due to socioeconomic and cultural differences are heard.

 Third, ‘democratic practice’ and ‘overcoming tokenistic participation’ are not synonymous. When students’ demands are exclusively material, we must question their significance as a form of democratic practice. The practices of democracy are not limited to setting up and realising students’ agendas; they also include examining their contents. In each case, students’ participation in student councils overcame tokenistic participation by teachers’ listening to students’ opinions and voices, realising their desired agendas and providing feedback. At the same time, if agenda items are not related to public issues, the council will not lead to democratic practice. Furthermore, there are complex factors involved in councils’ decision-making processes. In terms of the relationships among principals, teachers and students, the image of citizenship held by the principals and teachers about the students affects students’ decision-making. Listening to students as they express their opinions is related to the development of citizenship skills such as student leadership and self-expression. To develop these skills, support should be tailored to the age and maturity level of the students on the council.

 In recent years, the importance of diversity-responsive teacher education has received increasing attention in educational research and policy discussions. However, much of the previous research has focused primarily on individual and school-level factors, without adequately addressing the impact of national-level factors. This study aims to fill this gap by examining how two macrolevel factors, redistribution and recognition, affect diversity-responsive teacher education. Using large international survey data, the study quantitatively analyzes the relationship between these country-level characteristics and teacher education practices in various countries.

 Redistribution was measured using income inequality as an indicator, while recognition was measured using the strength of multicultural policies at the national level as an indicator. The analysis used multilevel modeling to account for the data structure in which individuals were nested in schools and countries. By incorporating individual-, school-, and country-level variables simultaneously, the study sought to gain a more comprehensive understanding of how teacher education is dictated by national sociopolitical environments.

 The analysis revealed that both redistribution and recognition have a significant impact on teacher education. Countries with greater inequality and weaker redistributive policies tended to place greater emphasis on diversity-responsive teacher education. In addition, countries with strong multicultural policies showed a greater emphasis on diversity-responsive teacher education. It was also found that the effects of redistribution and recognition are mutually independent, and that they play complementary rather than interchangeable roles.

 These findings suggest that the social and political framework needs to be considered in order to understand teacher education responsive to diversity. This study demonstrates the potential for connecting teacher education research with comparative welfare state theory, and thus opens new avenues for interdisciplinary dialogue. By grasping teacher education on the dual axes of redistribution and recognition, we can deepen our theoretical and empirical understanding of educator development in response to increasingly diverse student populations.

 This study also has policy implications. In addition to institutional and curricular reforms, national-level policies that promote social justice and cultural inclusion may also play an important role in improving teacher education in response to diversity. It is hoped that future research will explore how these macro-level differences affect more specific learning outcomes.

 This paper focuses on the internal discourse space at Kyoto Municipal Asahigaoka Junior High School in the 1953 school year, prior to the “Kyoto Asahigaoka Junior High School Incident” in the spring of 1954, and reexamines the speech of students who expressed themselves by name in order to reconsider the question of how and by whom potential student speech was shut down.

 At the time, against the backdrop of the Korean War, the growing rearmament of Japan, and the rightward shift in educational administration by Kyoto Mayor Yoshizo Takayama, teachers belonging to the Kyoto Teachers Union were developing educational practices that upheld “peace” and “democracy”. However, this practice was often politicized by incorporating students into union activities, resulting in a structure that created an apathetic class that avoided confrontation. On the other hand, there was also a proactive practice by students to create, in their own words, a discourse space as a “common ground for teachers and students” where diverse opinions could be exchanged, in a manner different from sympathizing with a particular political position.

 This paper focuses on the discourse of three students (Kazuhiko Kanki, Kiyoshi Asakawa, and Toru Katayama) who contributed articles with bylines to Asahigaoka Junior High’s school newspaper, Asahigaoka Shinbun, the class newspaper Nyudogumo, and the literary magazine Kabura. Kanki took thoughtful objection to school debates in which minority opinions were excluded, insisting on the fairness of the forum for dialogue, and attempted to reconstruct a forum for public debate. As the head of the newspaper club, Asakawa felt a sense of crisis at the way “correctness” as the sole focus of discourse was encouraging indifference, and sought to create a more open space for discourse by balancing ‘fun’ and “truth”. Katayama used words such as “oppression,” “breakthrough,” and ‘despair’ to denounce the way schools, as “a common meeting place between teachers and students,” were being dismantled.

 With the ideals of the school remaining incompletely realized, its internal discourse space as a “common meeting place between teachers and students” was materialized, though just barely, through the practice of students who continued to speak out while caught between administrative pressure and pressure from the teachers’ union. However, at the end of 1953, the criticism of “biased education” from certain parents resulted, in the last analysis, in the “breaking” of this space.

 This led to disciplinary action against three teachers (Yonosuke Terashima, Masayuki Yamamoto, and Takashi Kitakoji), as well as “split classes,” resulting in the Kyoto Asahigaoka Junior High School incident.

 This paper attempts to reconsider the incident by reassessing the students’ responses at Asahigaoka Junior High School within the framework of the “school discourse space,” a relationship that includes the students, rather than centrally evaluating the teachers’ philosophy and union politics alone. In the future, the nature of multiple discourses with different layers must be depicted, including the differences among teachers’ individual philosophy and practice as well as the background of anonymous speech and the silence of the Korean students in Japan.