“How do restrictive dress codes affect the

well-being and influence the studies of high

school students?”
︱CARLA YOUSSEF︱
2. Contents Page

CONTENTS

TITLE PAGE 1

CONTENTS 2

INTRODUCTION 3

LITERATURE REVIEW 4

METHODOLOGY 8

RESULTS 9

ANALYSIS & CONCLUSION 16

BIBLIOGRAPHY 18

APPENDIX 19

PROJECT DIARY 23
 3. Introduction
This research project focuses on “How do restrictive dress codes affect the
well-being and influence the studies of high school students?”. The hypothesis
chosen to further elaborate is dress codes can negatively influence students'
well-being and studies. The purpose of this research question is to deeply analyse the
effects of dress codes on students in secondary learning. The information gathered
from various secondary and primary resources should help state whether or not the
consistent application of strict dress codes will negatively impact the overall
well-being of high school students and their willingness to learn. This topic conveys
the specific community and family studies course content, fundamental concepts of
resource management, which is stated in the preliminary core: resource
management. The fundamental concept that is talked about in the research
question is well-being. “...dress codes affect the well-being…of students” Specially
aimed to highlight the influence of dress codes on areas such as emotional,
economic, cultural, physical, spiritual and social well-being.

Articles show the detrimental effect of strict dress codes as means of discrimination,
affecting the emotional well-being of a student and a way of steering the focus of
studies. Emotional well-being is a degree of satisfaction someone experiences when
needs are met. It relates to an individual's ability to express positive moods, thoughts
and feelings and a positive self-image. An incident including two African girls being
discriminated against by dress codes due to their braids determines whether there is
a relationship between emotional well-being and these harsh dress codes set by
school standards. The lengths of school dress codes have been shown to influence
students' learning negatively in some instances. The earlier incidents have raised
concerns about the necessity of specific dress codes. The research question aims to
further the discussion many students and parents may have regarding school dress
codes to have an in-depth understanding of their harsh effects.

This research will be conducted through both primary and secondary research
methods to increase the validity and reliability of the results. A questionnaire will be
conducted by using cluster samples to sample the group. The LOL ( Leader of
Learning) of each year group was asked to select 4-5 students in their year group
randomly. Various year groups and ages will be studied to present an accurate
population representation. Convenient sampling will also be included, as those in
the CAFS class were asked to complete the survey. An extensive depth study will be
conducted through a literature review to discuss and evaluate previous research.
The issues of confidentiality and plagiarism may arise as ethical issues. All responses
to the questionnaire will remain anonymous to ensure confidentiality and to protect
participants' rights. Sources will be acknowledged and referred to throughout the
literature review, as well as in the bibliography.
 4. Literature Review
The following pieces of literature, including the use of various websites and articles,
are to strengthen the focus of my research topic, “How do restrictive dress codes
affect the well-being and influence the studies of high school students?”

SOURCE 1-
Meier, R. (2017). Are School Dress Codes Fair Or Do They Go Too Far? [online] School Mum.
Available at: https://www.schoolmum.net/school-help/issues/school-dress-codes-fair-go-far/
[Accessed 29 Jan. 2020].
This website discusses how in Australian schools, dress code violations are common,
often involving hair, shoes, and uniform length. It is claimed that uniforms and dress
codes stifle students' self-expression and that many school rules are discriminatory
based on gender, religion or cultural factors. There was an incident reported in
Victoria where Sudanese twin girls were pulled out of class and asked to remove
their braids. The reason being it did not “represent the school”. The braided hairstyle
the girls had is reasonably conservative and represents their African culture. This
inconvenience led to the girls being singled out in a discriminative way.

This could well impact their well-being in feeling ashamed or embarrassed about
their cultural differences from the predominantly white school in Victoria. “How do
restrictive dress codes affect the well-being and influence the studies of high school
students?” This article demonstrates the harmful impact of dress codes on specific
individuals due to various characteristics. Therefore, resulting in a slope in one’s
well-being from the shame or embarrassment brought onto the individual. It also
shows the school’s ability to disregard the primary need of their students, which is to
focus on their studies and learning. The negatives grasped from this article can
include discrimination toward groups of people due to their cultural beliefs or
differences and the disruption of the students learning and/or well-being.

SOURCE 2-
Anon, (n.d.). Unreasonably Strict Uniform Policies in Public Schools – Emerald Community House.
[online] Available at:
https://www.echvic.org.au/unreasonably-strict-uniform-policies-public-schools/
In this secondary resource, the writer composes their arguments on the negatives of
strict uniform policies. The writer expresses the urge for schools to be reminded that
their most significant purpose is to focus on the learning of their students, as stated,
“When education is not happening due to the punishments regarding a public
school’s strict uniform policies, there is most definitely a problem with the policy –
and not with the student.” The time spent focusing on ridiculous uniform policies
could be spent learning instead. A National Education Policy Centre report
explained, “Dress code referrals are especially time-consuming because they often
involve students changing clothes or waiting for parents to bring them new clothes.”
In theory, a tighter uniform policy would decrease discipline problems, but this is not
the case. The more dress codes there are, the more likely students are to act out
from being restricted.

How can students live up to a school’s expectation of having a sense of pride when
their learning is being interrupted with needless suspensions and detentions for
tedious dress codes? What’s even more distracting for a student is when a teacher
removes them from class and stops their learning just to inform them that the uniform
they are wearing does not fit with the school’s policy and gives them some form of
punishment, further disturbing vital learning time. A prime example is in 2015, at a
Victorian school, year 12s, during their exam preparation, were being sent home
because they were wearing the incorrect uniform. Many were punished for
ridiculous things, such as white stripes on their black shoes. Not only was this violating
the Victorian School Uniform Policy guidelines, but insanely detrimental to their
desperately needed study time. This article strengthens the argument that uniform
policies ultimately influence the studies of high school students by distracting the
students' focus and giving them tedious things to worry about.

SOURCE 3-
house.speakingsame.com. (n.d.). St Patrick’s Marist College, Dundas School

Reviews. [online] Available at:

http://house.speakingsame.com/school_all_review.php?id=3252 [Accessed 12 Dec.

2022].

To develop further knowledge on my research question, “How do restrictive dress

codes affect the well-being and influence the studies of high school students?” the
next source of information derives from reviews/comments left by a variety of high
school students and even one parent. The following comments reflect each opinion,
feeling and overall judgment on their school’s restrictive dress codes.
The students and one parent who left their reviews believe:
“This school cares more about their image than their students. They have punished
people for small things, and the bigger things get a pass. Things like socks and
haircuts as well as what jewellery compared to the troublemakers that get away
with throwing food at each other or graffiti or even just disrupting the class all the
time.”
-By Student - 29 Aug 2019, Rate: bad

“They care about all the small dumb things. Instead of caring about kids skipping
class and not doing work, they care about the little things like haircuts, clothing,
socks and more dumb things. They also don’t care about what the students do in
class “work-wise” they only care how you are presenting yourself.”
-By Student - 06 Dec 2019, Rate: bad

“They have absolutely stupid rules such as 'your socks have to be above your ankle'
'girls are only allowed to wear one earring in each ear, it can't be any colour other
than silver or gold, and it must be a stud' or 'boys have to have short hair, any hair
that is touching the ear is too long. the teachers focus on pulling you up for these
irrelevant things rather than trying to get to know you and be friendly. “
-By Student - 08 Oct 2017, Rate: bad

“This school needs to be fixed. Having ridiculous little rules like 'girls must have their
hair tied up when it is below their shouders', 'all students must have natural hair
colour', 'boys must have short hair', and the dress code is trash, all these petty rules
are utter bullshit, and it's too strict. What exactly is 'natural' hair colour? Our hair is not
the school's we should be able to do whatever we want with our hair, but of course,
tie it up during pracs in science, food tech and wood/metal tech. The hair/uniform
issue, the school, doesn't try to lift the students' self-esteem, they always seem to
focus on the wrong concerns of the students. “
-By Student - 31 Jul 2016, Rate: bad

“I am disappointed in the attitude of some of the teachers. They seem to be

focusing on the wrong concerns of our students(SOCKS).
Not much in the way of lifting the student's self-esteem.”
-By Parent - 12 Feb 2016, Rate: average

Overall, each of their statements deepen the severity of such dress codes taking
away the advantage of learning at a highly accomplished school. The majority of
the comments suggest their time was being wasted from the constant harassment
over tedious things such as hair, socks and jewellery. This source also proves that
dress codes DO negatively impact the well-being of students as it’s evident each
person can’t seem to shake the emotions they feel when discussing their own
experience with the uniform issue.

To conclude, the articles summarised above have helped enhance the knowledge
and understanding of the specific effects dress codes have on the well-being of
students and their studies. Source 1 highlights certain dress codes' negative impacts
on the well-being of students as discriminative. Source 2 continues to suggest that
dress codes are detrimental to the studies of students through specific examples
which show teachers steering the focus of studies to tedious dress codes. Lastly,
Source 3 brought a realistic approach to the topic as actual students, and one
parent left real-life comments/reviews to discuss their opinions. Although all sources
discussed the negative effects, there is a potential gap in the findings of positive
effects, which needs to be found to contrast different views. This is important for the
research to have in-depth knowledge about the following questions “How do
restrictive dress codes affect the well-being and influence the studies of high school
students?”.
 5. Methodology
The objective of the research was to determine whether restrictive dress codes
affect the well-being and influence the studies of high school students. Qualitative
and quantitative data were collected to achieve accurate and reliable results. This
assisted in understanding opinions and experiences thoroughly whilst still having
direct answers that assisted in determining patterns and expected results through
the participants. Primary data (questionnaire) and secondary data (literature
review) aided the research process.

A questionnaire was used as it is highly time efficient and allowed many people to
be surveyed. It is a form of the survey consisting of a series of questions used to
collect data. The questionnaire allowed extensive data collection over a group of
participants. Both open and closed-ended questions were asked to effectively
collate patterns and allow respondents to include more information on their feelings
and attitudes towards the given question. Long answers, responses, scales, multiple
choice and multi-select questions were asked. As well as adequate distribution and
an extensive collection of data, other advantages include the easy analysis of
results and comparing quantified data. A literature review was conducted to
develop an expert understanding and data and access relevant information that
furthered the understanding of the influence of restrictive dress codes on the
well-being and studies of high school students.

The research is deemed valid as the questions asked directly related to the question
of research and were acquired directly from the research question to support and
provide plausible evidence for the question of the study. The study was distributed
throughout an educational setting by using cluster samples to sample the group. An
email was sent out to the LOL ( Leader of Learning) of each year group, and they
were asked to randomly select 4-5 students in their year group. This allowed a more
accurate population representation as various year groups and ages were studied.
Convenient sampling was also included, as those in the CAFS class were asked to
complete the survey. Bias was reduced due to the extensive sampling of female
and male participants over a large range of ages, cultures and well-being. Literature
was reviewed to further investigate the effects of dress codes on high school
students’ studies and well-being.

Ethical considerations that needed to be considered were voluntary participation,

informed consent and anonymity of responses. This was adhered to by stating to
volunteers that their participation remained confidential and anonymous (Appendix
1). The inclusion of ethical considerations validates the research because they
promote the aims of the research, support essential social and moral values and
respect participants and therefore lead to a more likely chance that respondents
 will be candid and satisfied with the questionnaire. Overall, ethical considerations
play a crucial role in achieving honest, valid and reliable responses that justify the
question, “How do restrictive dress codes affect the well-being and influence the
studies of high school students?”

6. Results

Graph/Table What was found

The percentage of ages that
completed the form includes
40% (6 people) of
17-year-olds, 26.7% (4
people) of 15-year-olds, 20%
(3 people) of 16-year-olds
and 13.3% (2 people) of
14-year-olds.
There were 46.7% (7) of
males that completed this
form and a higher
percentage of 53.3% (8) of
females.

The percentage of people

that chose specific dress
codes that they’ve been in
trouble for include; the
majority of 60% (9 people)
picked uniform clothing,
46.7% (7 people) chose hair
(length, style, colour), an
even amount of 33.3% (5
people) for both socks and
jewellery each, 20% (3
people) for facial hair, an
even amount of 13.3% (2
people) for makeup, nails
and none each.
In regards to the necessity of
the dress codes previously
mentioned, 40% (6 people)
disagreed with them, 26.7%
(4 people) strongly
disagreed, 20% (3 people)
said they felt neutral and
agreed with them and
strongly agreed with them
were each chosen by 6.7%
(1 person for both).
The following response to
being marginalised by
specific dress codes
because of their
race/culture were answered
with 46.7% (7 people) picked
neither, 33.3.% (5 people)
chose yes their gender,
13.3% (2 people) of people
selected both, and 6.7% (1
person) chose yes their
race/culture.
In the following question,
responders picked between
areas of their well-being that
are affected by dress codes.
86.7% (13 people) selected
their emotional well-being,
53.3% (8 people) chose
social well-being, 33.3% (5
people) selected economic,
13.3% (2 people) said
physical, 6.7% (1 person)
chose culturally, and 0
people picked spiritual.
Regarding the statement
that schools believing dress
codes enhance
self-discipline and academic
gains, 66.7% (10 people)
disagreed with the
statement, and a total of
13.3% (2 people) chose the
options neutral, and yes, it
enhances self-discipline.
Lastly, 6.7% (1 person) said
dress codes increase both
factors.
The following question allows
respondents to think about
whether or not
teachers/leaders prioritise
dress codes over their
learning and teaching. A
majority of 46.7% (7 people)
agreed with this, 33.3% (5
people) felt neutral as a
response, and 20% (3
people) disagreed with the
question.
This question asked
respondents if being told off
dress codes distracts them
from their learning. An equal
amount of 40% (6 people)
voted for each of the two
options “yes, it ruins my
mood and unmotivates me
to complete work” and
“sometimes, it just depends
on what I’m being told off
for”. The other 20% (3
people) picked the option of
“no, I’m still able to do my
schoolwork because I don’t
care.”
In regards to restrictive dress
codes impacting students'
relationship with the school,
learning and their teachers,
an equal amount 40% (6
people) selected they
strongly felt that and that
they felt the same. The other
20% (3 people) picked the
sometimes/maybe option.
When being told off for their
uniform, 66.7% (10 people)
said they felt annoyed,
46.7% (7 people) said they
felt unhappy, 40% (6 people)
said they felt embarrassed,
33.3% (5 people) said they
feel ashamed, and 20% (3
people) feel neutral.

Dress codes can affect

students' well-being, as
stated by 40% (6 people)
who said it affects them
negatively, another 40% (6
people) selected the neutral
option, and 20% (3 people)
felt dress codes affect them
positively.
To understand how dress
codes affect students’
well-being, an extended
response was added to
justify their answer to their
previous question. The 7 of
the 15 written responses
include:
“I can't express myself. I am
shamed for how I look.”.

“School dress codes don't

affect me if I’m following the
rules, which is why it doesn't
make a difference in my
wellbeing”.

“They make me feel as if I

cannot be myself. It is a bit
too much controlling for my
liking. I like to be myself and
grow facial hair.”

“It doesn't affect my

well-being as I haven't
experienced it much”

“Since dress codes mean I

am not being distracted by
certain factors of my
appearance, which means
good marks, and my
wellbeing is better when I do
well academically”

“I don't think dress code

improves your wellbeing
because I believe it restricts
you from allowing to express
yourself. I think dress code
just creates stress, and we
are told off for the littlest
things.”

“For some people that

already struggle with
wellbeing and mental
health, sometimes having a
dress code makes you feel
bad in your body and puts
for down. For example, I'm a
dancer and struggle from
body dysmorphia, so seeing
myself in school uniform with
a dress code affects my
wellbeing”

“It makes me feel insecure”

In the following question,
respondents are asked if
they find it unfair that
teachers have more
freedom with their
appearance. 66.7% (10
people) responded with yes,
20% (3 people) chose the
option no, 6.7% (1 person)
said maybe, and 6.7% (1
person) chose their option as
“I don’t think that they have
that much freedom, so yes
but no at the same time”.
A long response question
was included to discover
what students would like to
see change with dress codes
and what it’ll improve. A few
of these responses include:
“I feel that the restrictions
such as wearing the blazer in
terms 2 and 3 until reaching
home and until you get to
school is unfair. We should
be able to take off our
blazers when we go home or
come to school.”

“For dress codes, I would like

to see more freedom with
things like jewellery. This is
because, with Jewellery, you
need to wear a religious
symbol, and some people
might not be catholic but still
want to wear jewellery,
which they might find
restrictive.”

“I don't think there need to

be any changes to the dress
code. I believe that they are
all enforced for a good
reason, and keeping it this
way will. improve the way
we learn and our academic
skills.”

“I would like to see the

teachers be less strict on
students, girls specifically. I
think this will improve the
attitude of girls in school and
make them nicer.”

“I think there shouldn't be

any changes”
The final question was
optional in an attempt to
find more detailed personal
stories regarding the
seriousness of dress codes a
person might have faced
and how they were
affected. Some of the
responses recorded include:
“i think that the rule of top
button is silly because boys
don't need to have their top
button done up but girls top
button has to be done up to
be modest. Often people
including my friends have
expressed their opinions
about the top button, saying
that they feel insecure with it
done up because they feel
that they are more restricted
and that it's uncomfortable,
and because many believe
it doesn't look good. We
always see teachers with
their top button undone of
dresses, they are allowed to
wear anything they want,
but we as students are given
a uniform which i believe if
fine, however it is silly how
we have to follow so many
little rules on it, for example
top button, dress below the
knees. As many people are
growing physically, growth
spurts are bound to happen,
not everyone has a
grandma or a mother that
can quickly fix their hem
down, i believe we should
be given at least 2 weeks to
fix the length of our dresses
and skirts.”

“getting told off for facial

hair and it made me feel
insecure”
 “The teacher tried to make
me lift my shirt up and tried
to grab me to see if I rolled
up my skirt. I felt
uncomfortable with the way
she treated me.”

7. Analysis and Conclusion

When comparing the literature review and the primary research, there are mostly
similarities in relation to the original research question of “How do restrictive dress
codes affect the well-being and influence the studies of high school students?” The
results both relate and reinforce that dress codes negatively impact the well-being
of high school students and their studies. This includes their social, cultural, physical,
emotional and spiritual well-being.

In the secondary research, the articles “Are School Dress Codes Fair Or Do They Go
Too Far?” and “Unreasonably Strict Uniform Policies in Public Schools” as well as the
students and parent reviews from “St Patrick’s Marist College, Dundas School
Reviews.” gather similar opinions and elaborate on how specific dress codes have
caused an impact on students through different situations. Strict dress codes are
able to negatively affect the emotional and cultural well-being of a student/s
through their ability to discourage, make someone insecure or harm cultural beliefs.
In the article “Are School Dress Codes Fair Or Do They Go Too Far?”, the writer states
that a high school in Melbourn took dress codes that are deemed to enforce
self-discipline and educational gains to a whole new level. Two girls of African
descent were marginalised due to their culture because of such strict dress codes.
The girls were braids and were sent home. Not only does this steer the focus of
learning which is the main priority of a school, but it makes the individuals feel
embarrassed, ashamed, and annoyed.

This essentially is harming their emotional and cultural well-being. In the primary
research, respondents of the survey felt similar emotions and answered questions
leaving a clear understanding that strict dress codes can definitely impact students'
well-being negatively. The emotions students felt when being told off were
determined in a checkbox question, where 46.7% (7 people) said they feel
ashamed, and 66.7% (10 people) said they feel annoyed. When asked, “Which area
of your well-being do you believe is most affected by dress codes?” a majority of
86.7% (13 people) answered that their emotional well-being is mostly affected. The
second most answered response was social well-being, with a result of 53.3% (8
people). The social factor being the second most answered response, suggests that
having these strict dress codes affect emotional well-being can lead to a negative
school atmosphere and relationship between teachers and students. Although it’s
been determined that dress codes are negative toward students’ well-being,
questions like “How do dress codes affect your well-being?” shows the contrast of
different views. An equal amount of people both selected the option ‘Positively’ and
‘Neutral, suggesting that not all students believe that well-being is affected by strict
dress codes. In fact, long answers in response to the previously asked question, “How
do dress codes affect your well-being?” show the minority of people who disagree
with the hypothesis. “school dress codes don't affect me if im following the rules,
which is why it doesn't make a difference in my well-being” and “Dress codes don't
affect my well being because a lot of people worry about how short our dresses are
and are interested in looking good for people. I think that the enforcement of dress
codes helps people to understand we are not at school to look good for people we
are here to learn.”

Furthermore, in the secondary research, the article “Unreasonably Strict Uniform

Policies in Public Schools”, emphasises the ability of strict dress codes in influencing
the studies of high school students. The writer includes a statement of an incident
that occurred in a high school, where HSC students were simply studying in
preparation for their exams but were punished and sent home for tedious things
such as white stripes on their black shoes. This shows a violation to the students
whose aim was to focus on learning/studying. The prime focus of a school is to
ensure the learning of students is enhanced. With this example, students were
distracted from something as important as their HSC exams with the unnecessary
dress codes. This issue can be analysed in the primary research through questions
such as “Do you think school teachers/leaders prioritise dress codes over learning
and teaching?” where a majority of 46.7% (7 people) chose the ‘agree’ option.

To strengthen the understanding of the issue, it was asked, “Do you think being told
off from certain dress codes distracts you from your learning?” An equal amount of
40% (6 people) claimed that “Yes, It ruins my mood and unmotivates me to
complete work” and “Sometimes, it just depends on what I'm being told off for”.
Lastly, to further support the issue of dress codes affecting students' studies, 66.7% (
10 people) said they disagreed with, “Schools believe that dress codes enhance
self-discipline and lead to academic gains. Do you agree with this statement?”. As
evident as it is that dress codes have left students distracted or feeling unmotivated
with their studies there were still responses that felt otherwise. This is seen in, “I don't
think there need to be any changes with the dress code. I believe that they are all
enforced for a good reason and keeping it this way will. improve the way we learn
and our academic skills.” and many multi-choice questions which responses were
close to a tie.

It is evident in both the primary and secondary research that it can be concluded
that dress codes can influence the well-being and studies of high-school students
negatively. As stated in the results, the majority face struggles with their emotional
and social well-being and state that they are ‘unhappy’ and ‘annoyed’ after being
told off. On the other hand, student studies were shown to be negatively impacted
to just an extent. Only a small percentage above the average would condemn that
dress codes were steering the focus of learning toward tedious uniform policies. The
primary research has helped enhance the other side of the spectrum with the
research question and fill in the gap from the secondary research. Although only the
minority showcased the positive effects of dress codes, it still brought a drastic
contrast to the hypothesis being dress codes can negatively influence students'
well-being and studies. Overall, it can be seen that restrictive dress codes affect the
well-being and influence the studies of high school students negatively.

8. Bibliography

● Meier, R. (2017). Are School Dress Codes Fair Or Do They Go Too Far? [online]
School, Mum. Available at:
https://www.schoolmum.net/school-help/issues/school-dress-codes-fair-go-f
ar/.

● Anon, (n.d.). Unreasonably Strict Uniform Policies in Public Schools – Emerald

Community House. [online] Available at:

https://www.echvic.org.au/unreasonably-strict-uniform-policies-public-schoo

ls/

● house.speakingsame.com. (n.d.). St Patrick’s Marist College, Dundas School

Reviews. [online] Available at:
http://house.speakingsame.com/school_all_review.php?id=3252

● Docs questionnaire.`
https://docs.google.com/forms/d/1GU8bpDSli1B9g4Ua0PL78Ou-YoDVE7v0sDs
TeC-D5yI/edit
 9. Appendix
Questionnaire- Appendix 1:
Statement included:
IMPORTANT: All information is CONFIDENTIAL and ANONYMOUS
By continuing you are formally consenting to the completion of this questionnaire

Questions asked:
1.What is your age?
13
14
15
16
17
18

2.What is your gender?

Female
Male
Prefer to not say

3.Which dress code/s have you received consequences for by teachers?

Socks
Makeup
Hair (length, colour, style)
Uniform clothing
Nails
Facial hair
Jewllery
None
Other..

4.Do you believe the dress codes mentioned above are necessary?
Strongly agree with them
Agree with them
Neutral
Disagree with them
Strongly diisagree with them

5.Have you ever been marginalised by certain dress codes because of your
race/culture or gender?
Yes, my gender
Yes, my race/culture
Neither
Both

6.Which area of your wellbeing do you believe is most affected by dress codes?
Social
Physical
Emotional
Economic
Cultural
Spiritual

7.Schools believe that dress codes enhance self-discipline and leads to academic
gains.
Do you agree with this statement?
Yes it enhances self-discipline
Yes, it leads to academic gains
Yes, it increases both
Neutral
I disagree with this statement

8.Do you think school teachers/leaders prioritise dress codes over learning and
teaching?
Strongly agree
Agree
Neutral
Disagree
Strongly disagree

9.Do you think being told off from certain dress codes distracts you from your
learning?
Yes, It ruins my mood and unmotivates me to complete work
No, I'm still able to do my schoolwork because I don't care
Sometimes, it just depends on what I'm being told off for
Other..

10.Do restrictive dress codes impact your relationship with school, learning and your
teachers?
Yes, strongly
No, I feel the same
Sometimes/maybe
Other..

11.How do you feel after being told off for your uniform?
Unhappy
Ashamed
Embarrased
Anoyed
Neutral
Other..

12.How do dress codes affect your wellbeing?

Positively
Negatively
Neutral
Other

13.Please state your reasoning to the following answer above

14.Do you find it unfair that teachers have more freedom with their appearance?
Yes
No
Maybe
Other..

15.What changes would you like to see with dress codes and what will this improve?

16.Lastly, if you have an experience regarding your uniform that you feel like sharing
please fill out your response below.

Please include what it was about, the consequence you faced and how it made
you feel.

Literature Review- apendix 2:

 10. Project Diary

Day and Tasks Completed Values, Attitude, Feelings, Problems, Initial

Date Solutions

25/10/2022 ● Selecting a research ● Worked with classmates to

question develop a research question.
The girls around me helped me CY
narrow my decision to “How do
restrictive dress codes affect the
well-being and influence the
studies of high school students?”
● I am happy with the research
question as I feel passionate
about dress codes towards high
school students as I resonate
with the stress and effects it has
on one’s well-being and studies.

26/10/2022 ● Worked on ● Started my introduction and CY

introduction, looking at focused on the purpose of this
research methods and research task
secondary sources that ● 5 Literature were found and
could be used. collated to develop ideas and
opinions for the literature
review. I collected statements,
quotes, and previous research to
develop a ‘research dump’.
● Started learning more about
primary research questions

28/10/2022 ● Continuing to work on ●Completed my introduction CY

introduction. ● My teacher informed us it’d be
● Created a timeline for better to create a timeline to
research goals. stay on top of things. So I made
mine and am going to stick to it.

1/11/2022 ● Begin methodology ● Started typing up my CY

● Start brainstorming methodology and assessing my
questionnaire questions secondary and
● Thought of 4 questions for my
survey but am aiming for at least
15

8/11/2022 ● Continued working on ● Continued writing, analysing and CY

literature review summarising the information
 ● Formulating more
questions
16/11/2022 ● Completed and
handed in my literature
review
● Started my
questionnaire/survey
23/12/2022 ● Finished
questionnaire/survey
3/12/2022 ● Recorded results from
the survey
7/12/2022 ● Began my
analysis/discussion
8/12/2022 ● Worked on my analysis
9/12/2022 ● Finished my analysis
● Started my conclusion
11/12/2022 ● Did my bibliography,
appendix and finally
finished my conclusion
gathered from my literature
sources.
● Handed in my literature for CY
review after finally finishing it
● Opened google forms to begin
my survey. Adding images and
short and multichoice questions.
● After asking my teacher for CY
feedback, I fixed and added
questions to my survey. I then
sent a link to my classroom to
begin the results. For my
random/cluster sampling, I
emailed all LOL’s (Leaders of
Learning) to choose random
students to complete my survey.
● After some time, I could CY
screenshot my data and record
it into my IRP.
● I started to asses the data I’ve CY
collected and compared it to
my secondary data
● Got halfway through my CY
analysis, but I’m finding it difficult
● Finished my analysis and CY
discussion on the data from my
secondary and primary
resources
● I've begun my conclusion as well
● I finished my conclusion CY
● I also gathered all my sources to
create an appendix and put my
bibliography in Harvard style
citation.