The practice of social justice in Iranian high schools: a study of the situation

Social justice entails treating students equally and allocating resources appropriately to have a sense of well-being and security physically and psychologically, and equal distribution of treatment to make all students feel valued in schools. This research tries to identify the level of social justice going inside schools from different perspectives. This research is quantitative research on ۵۴ students that participated in this research from different high schools across Mashhad, Iran. The slightest observation of social justice among participants is inequalities in access to knowledge, assets, education facilities, and instruments, whereas, participants’ responses revealed that they confront a safe and secure school. In addition, male students receive fewer social justice situations than girls; it worsens in public schools. Moreover, boys are less taken care of in terms of justice in their school than girls. Mathematics and Science students suffer from indifference and a sense of not being cared for, while Practical and Humanities students’ conditions lack the same level of accessing knowledge, assets, education facilities, tools, and instruments. Lastly, students in public schools had a lower level of social justice in all factors than non-public, whereas security and safety non-public school rates are the highest in this research.