Abstract
When a student is injured or falls ill during school activities, it is important not only to provide the treatment for the injured or ill student but also to consider the well-being of other students and offer educational guidance. While there are guidelines for treating injured students, there has been limited focus on the educational responses required in such situations. This study aims to investigate the experiences of students who witnessed a classmate's illness or injury during elementary and junior high school and to explore their feelings at that time as a basis for developing better educational responses. A retrospective survey was conducted with 205 university students (132 men, 73 women). The survey collected data on their experiences with classmates' illnesses or injuries during elementary and junior high school, and correspondence analysis was used to examine the relationship between the type of incident and the respondents' feelings. Results showed that about half (47.3%) of participants had a memorable experience involving a classmate's injury or illness during their school years. Compassion was linked to incidents like impaired consciousness, hyperventilation, and fractures/bruises, while fear was associated with fractures, accidents, and bleeding. Discomfort was connected to vomiting and incontinence. The findings suggest that negative emotions, such as fear and discomfort, can arise in the surrounding students when a classmate is injured or ill. To prevent these emotions from leading to criticism or bullying, it is essential for teachers to provide appropriate guidance and support to the other students.
Author Information
Takashi Sano, Chukyo University, Japan
Maho Komura, Gifu University, Japan
Mako Momoda, Hyogo Institute for Traumatic Stress, Japan
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