Creative Education, 2023, 14, 197-211

[Link]
ISSN Online: 2151-4771
ISSN Print: 2151-4755

Impact of Cultural Diversity in Classrooms of

Secondary Schools

Khadija Marvi

Hamdard University, Karachi, Pakistan

How to cite this paper: Marvi, K. (2023). Abstract

Impact of Cultural Diversity in Classrooms
of Secondary Schools. Creative Education, Students spend their real life hours in a classroom learning and getting an
14, 197-211. education. But occasionally they were left with an unpleasant memory of that
[Link]
location. A varied classroom experience usually has a different influence on
Received: December 13, 2022 the students. Because of the diversity of cultural backgrounds represented in
Accepted: January 27, 2023 the class. By using the skills and teachings of the teacher, that might be ma-
Published: January 30, 2023 naged and corrected. The study’s goal is to provide guidance in a multicultur-
Copyright © 2023 by author(s) and
al school, culturally different groups are acknowledged and supported. Mul-
Scientific Research Publishing Inc. ticultural ideas may coexist in the educational setting with teaching methods
This work is licensed under the Creative that value variety as a resource and an added benefit, such as studying cultur-
Commons Attribution-NonCommercial
al diversity or using material that is sensitive to different cultures in the
International License (CC BY-NC 4.0).
[Link] classroom. Using open-ended research questionnaires, school instructors who
Open Access are the variables in a qualitative study and the major source of data collection
are contacted directly. Interviews were done by the researcher with 12 res-
pondents who were three different school instructors. The semi-structured
questionnaire that served as the interview’s instrument was utilized to con-
duct the semi-structured interview. Interviews with a specific population of
lower secondary teachers were the main method of my research.

Keywords
Cultural, Diversity, Motivational Dynamics, Classroom, Students

1. Introduction
The study was conducted to discuss and maintain a positive environment in a
diverse classroom. The motive of the research was to create and develop a good
understanding between students and teachers. This can always be challenging
everywhere. There are many co-educational schools where multicultural stu-
dents have been studied for a century or more. Both the old and new schools are

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K. Marvi

still operating properly.

According to the definition of culturally responsive teaching, it involves “ap-
plying the cultural knowledge, prior experiences, frames of reference, and per-
formance styles of teaching with recognizing a variety of variations in the class-
room.” To make learning experiences more relevant and effective for multicul-
tural students. By instructing multicultural pupils using their own cultural
lenses, it is a way to raise achievement (Geneva, 2013).
It sounds like a critical area where teachers keep the students of the classroom
in mind when teaching such a sort of class where mixed gender and mixed cul-
ture students are present, so always be mindful when having learning discussions
or when needing to arrange cultural activities. Always encourage respect for
language and interactions between peers. Don’t discuss the dominance of castes;
instead, advocate for laws at the national level that equalize everyone. Social
scientists alone are responsible for this field, and sociologists have always priori-
tized dynamic approaches.
Programs must formally declare their support for diversity in accordance with
First Benchmark, which calls for them to do so by fostering an atmosphere in
which diverse students and faculty can flourish. This standard also calls on pro-
grams to ensure that their students are prepared to effectively address diversity
in research and practice and to successfully negotiate any potential ethical di-
lemmas that may arise in the course of their careers. Programs must involve
students in training exercises that encourage competency in understanding indi-
vidual and cultural diversity in order to meet. 2nd Level, furthermore, programs
must outline thorough and long-term plans for bringing in and keeping a di-
verse faculty and student body, as well as make concerted attempts to assess the
success of their plans, in accordance with 3 and 4. All students must exhibit the
necessary training elements, even though programs are permitted to approach
these goals in a variety of ways (Milton, David, & Joshua, 2020).
Educationist need to monitor at students’ academic progress because any dis-
ruptions to learning have a negative impact. This can be evaluated using several
metrics. Above everything else, student academic accomplishment is crucial.
When teachers are biased or provide some students opportunities, it has an im-
pact on how students are taught. Between these two viewpoints, the interpreta-
tion of the data is where there is the most disagreement. The majority of study-
ing outputs, such as motivational outcomes like usefulness, engagement, and
worth, are benefited by mastering objectives, based on both approaches (Eliza-
bath, 2005).
Since the curriculum is intended for everyone, it is important for teachers to
act in a way that helps the organization monitor all staff members closely and
minimize the risk of disaster. This can be managed by giving everyone an equal
chance and providing high-quality instruction. No of a student’s gender, race,
age, religion, language, or exceptionality, teachers’ impressions and attitudes
about culturally diverse children in the country’s classrooms are crucial to in-
spiring, educating, and improving their education. The learning preferences of

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 K. Marvi

students from many cultural backgrounds and the teaching methods of many
professors can diverge greatly (Sunita, 2005).
The academic achievement of and the likelihood of avoiding adolescent ha-
zards are both increased for students who are actively involved in school. Sadly,
unfortunately, studies have also shown a consistent drop in students’ involve-
ment with learning, including their curiosity, zeal, and intrinsic drive for learn-
ing. School-based education two significant advances in the field of motivational
dynamics are made by the current study. We begin by looking at how various
engagement factors influence one another over time in order to better under-
stand the internal dynamics of engagement. After that, we examine the larger
motivational dynamics of which engagement is a component by looking at the
contextual and individual elements that influence variations in engagement (El-
len, Carrie, Gwen, & Thomas, 2008).

1.1. Objectives
1.1.1. General Objective
Analyze how teacher control cultural diversity issues dynamically and resolved
difficulties during teaching.

1.1.2. Specific Objective

To identify issues of cultural diversity in secondary schools.
To find the techniques used by teachers to resolve the diversity problems.

1.2. Research Questions

1) How can teachers control cultural diversity issues dynamically and resolved
difficulties during teaching?
2) What are the instructions teachers use during class?
3) How do they maintain students’ cognitive levels from disturbance?

1.3. Theoretical Foundations

A concept, a movement for educational reform, and a method are all parts of
multicultural education. The culturally diverse classroom is a concept that aims
to give all students, regardless of their racial, ethnic, or social background, access
to equal educational opportunities. By altering the entire school environment to
reflect the various cultures and groups that exist in society and in the country’s
classrooms, multicultural education aims to provide equitable educational op-
portunities for all pupils. Because its objectives are concepts that educators and
administrators should constantly work to realize.
Another theory for discussion view is the knowledge of the process of solving
problems that emerged along with notions of how learning took place. The
model of problem-solving linked to each sequential observational learning is
presented in the section that follows. The prevalent learning theories mentioned
fall under the conceptual. Fields of cognitive psychology, behaviorism, and in-
formation processing. Human intelligence and generalized problem-solving ab-

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K. Marvi

ilities are the foundations of the communication perspective on issue-solving

(Laura, 2022).
The Main Vision of the study is multiculturalists assume that “culture” and
“cultural groupings” should be acknowledged and accommodated. However, a
variety of claims encompassing faith, dialect, ancestry, citizenship, and racism
are included in multicultural claims. All of these categories have been merged
under or compared to the controversial, all-encompassing concept of culture.
Clarification can be achieved by decomposing and identifying several claim
types. Accepting differences and variety in other persons or groups of people is a
definition of social acceptance. It is similar to instructors' expertise in ways to
tackle different cultures in the classroom.

2. Literature Review
Students learn and receive an education in a classroom during their free time.
But occasionally they carried a bad recollection of that place with them. A bad
classroom experience is typically caused by a mix of students or students and in-
structors. That could be handled and fixed using the teacher’s abilities and les-
sons. Culturally appropriate teaching techniques are said to be created with the
help of teacher self-reflection. It is important for instructors to be self-aware,
critical, and reflective of their own teaching practices and cultural diversity ideas
(Panel, Linda, Marcel, & Maja, 2019).
By incorporating and teaching about the contributions of people and cultures
in elementary classes, multiculturalism is typically a movement that aims to
equalize educational chances for school students. Students are younger than the
age range of 11. This age group, which is also known as the turning point of the
human age, is not included in either child or adult age calculations. The adoles-
cence and teenage years will be about to begin for them. A lot of children will be
beginning to focus actively on their academics at this age. And also a time when
they start to be creative and energetic. On the other hand, many students also
start to lose motivation as they approach the upper secondary level. The in-
structor should at that point Prejudice be avoided by pupils by fostering aware-
ness of and a personal connection to other cultures in the classroom. Also con-
sider it goes without saying that you are helping pupils to be more open-minded
later in life by exposing them to a wide variety of viewpoints, ideas, and cultural
backgrounds. Give them guidance that will enable them to interact with a larger
range of social groups and feel more self-assured in both their relationships with
others and in general. They are prepared to succeed in the workplace thanks to
the cultural understanding they receive in the classroom.
Multiculturalism is highlighted as a prescriptive concept in the study’s evalua-
tion of the literature. As well as the educator who fosters social acceptance
among secondary school children for their long-term benefit. Because a person’s
ability to function in society is essential to both them and the entire society. It
shows how intricately linked people and their social environments are. Socializa-

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 K. Marvi

tion, according to structural functionalists, is crucial to society because it pre-

pares its members to function effectively inside it and because it preserves cul-
ture by passing it on to future generations. And with someone on the platform,
individuals can easily exist on a global scale. The classroom is the next funda-
mental stage after the household. And where, if pupils don’t learn, they wasting
their time learning other cultures that they do not desire.

2.1. Envisioning a Classroom with Multiple Cultures

Institutions that cater to multiple cultures have been developed for more than
200 years. It is known as a diverse educational institution nowadays. Where
people of various economic and gender backgrounds can be found. Co-gender
pupils sit together in classrooms, and our society values this pattern of educa-
tional institutions and refers to it as a modern system. Speaking with people of
the opposing gender becomes more comfortable in this kind of social setting.
Our social scientist evidence shows that when students from different casts sit
together, it affects their conservative viewpoints. The method, originality, and
thinking were lemmatized by the identical gender and cast environments. Addi-
tionally, minimize any flexibility in their conduct and the consideration compo-
nent. However, it is up to educators to create the learning environment, which is
an extremely difficult task. Learning is a process that involves altering behavior,
gaining knowledge, and gaining real world experience so that pupils develop
more mature ways of thinking and attitudes. In order to build a just, secure, and
successful society for all, character education strives to promote good morals
and character in students as the future leaders of the country. The key to form-
ing children’s positive character is character development, which forms the basis
of a person’s personality and ultimately determines whether or not that person
has a strong sense of morals (Dewia & Alam, 2020).

2.2. Physiologically Related Conduct

To unite society, educators provide classrooms with a variety of environmental
settings. Experience and knowledge are imparted along with context. The variety
of socioeconomic and relative traits is known as gender identification of our bo-
dies and is known as one of the gendered categories. The two most prevalent
classes are boy/man and girl/woman, however these are not the only ones that
could exist. This difference might be expressed as of what academicians seem to
overlook when dealing with females: they feel inclined to overlook inappropriate
behavior, but they feel inclined to overlook appropriate behavior when dealing
with guys. The purpose of the Internet, in this situation, is to make women seem
smarter than they actually are. This makes their “goodness” appear to be more
important than their academic aptitude. The teacher’s reaction patterns consis-
tently suggest that boys are more “bad” than they actually are.
In order to explain what happened in class, give a framework and space for
anticipation, and assist teachers teach in different classrooms, concepts that

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support them in doing so are necessary. Alternatives for better action, implica-
tions for potential decisions, and consideration and planning for the future. Pro-
grams that prepare teachers effectively recognize heterogeneity not as a weakness
but as an advantage, a resource for opportunities; an asset. This shows progress
beyond acknowledging and “handling” the variety of student characteristics and
origins to comprehending the advantages of diversity for educational processes
(Neda, Lucie, & Meredith, 2019).
Student academic achievement is impacted by diversity. It relies on how effi-
ciently the teacher supervises, teaches, engages controls them in the classroom.
Diversity offers the chance to comprehend several casts at the same level and
analyze the benefits and drawbacks of various casts among pupils. It depends on
teachers’ abilities to sustain respect levels in a variety of settings because learning
ability and teaching experience are intimately related. The pedagogical practise,
however, is something entirely different. To effectively manage a class and
maintain control over every circumstance, a teacher who simultaneously serves
as the class’s leader and great mentor for their students uses a mix of social
psyche and educational psychology (Maureen, 1998).
The cultural diversity among their pupils is something that teachers are aware
of, and they do not want to potentially be culturally insensitive or put their stu-
dents under unnecessary stress by challenging their prevailing cultural and edu-
cational ideas (Franco, 2009).
The ideals of social attitudes, unification, equality, and neutral behavior are
promoted by instructors through policies and a diverse staff or group of co-
workers. It directly raises student achievement, but it is also a psychological shift
away from a hierarchy that subtly fosters diversity tolerance, and respect among
staff members and offers them the motivation to manage and value their variety
of classroom teams. The actions teachers take when faced with different types of
learners in their assessments are considered as being influenced by their views
and interpretations of diversity. Second, it examines the evaluation techniques
teachers claim to apply in an effort to address student diversity. Thirdly, we
pinpoint the impediments and enablers that affect teachers’ motivation and ca-
pacity to experiment with assessment techniques in light of student diversity
(Barbara, Herbert, Martin, Denise, Guri, Guri, Eline, Funda, Magdalena, Gerry,
& Joe, 2020).

2.3. Teachers Emphasize the Congeniality of Their Varied Class

Members
It is possible to learn about different cultures on one platform in a diversified
atmosphere. It aids the student’s acceptance around the world. Diversity in
schools and institutions is valued by many researchers. While we must not over-
look the successes of employees and students, we also need to keep these studies
in the foreground or spotlight in order to effectively address issues. Particularly
the student’s learning creativity and cognitive development this repository stores

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 K. Marvi

student comments for use in decision-making in the future (Hameed, Shaikh,

Hamees, & June, 2012).

2.4. Resolving Issues and Instructing

A teacher should receive problem-solving training that includes exposure to
various teaching philosophies and the development of critical thinking in teach-
ers. They should also provide pupils with thorough feedback. Teachers fre-
quently need to provide one-on-one feedback to students as well as constant,
additional comments for all classes. In order to please everyone, teachers can
provide high-quality responses between co-gender classrooms. Along with
learning about various cultures, students also acquire all-encompassing, neutral
feedback all at once. Many private schools employ a variety of natural learning
approaches, but often pay teachers from conservative cultural backgrounds who
want to raise unfavorable issues in the minds of their students. Cooperative
learning is the essential tactic for transforming the student’s position from one
of passive to one of active participation. Students collaborate in small groups to
accomplish a common set of objectives related to academic assignments in co-
operative learning settings. Everyone in the group is expected to participate to
the work of the group by contributing their thoughts, helping to solve difficul-
ties, engaging in intellectual debate to come to an understanding, and contri-
buting more towards the goal (Johnson Jr. & Uline, 2005).
To achieve this purpose, instructors should work logically and methodically to
create a safe environment in the classroom where different points of view and
ideas are encouraged and valued. With the assistance of adults, students must be
encouraged to talk in their own unique ways and draw lessons from their many
reading-related themes. Early in the school year, teachers must establish funda-
mental expectations through a code of conduct that is jointly created with the
students in the class, giving them a sense of ownership over the reiteration and
reinforcement of the principles or guidelines. But by establishing clear guidelines
for conduct and involvement early on and in a high group setting, lecturers not
only encourage the behaviors they want to see in their students but also interact
with them in a high group setting.
Gardner’s multiple intelligences theory gives classroom teachers two extreme-
ly valuable tools that make learning more focused on individual abilities. First
teachers identify student’s innate strengths and abilities, second, it enables
teachers to design classroom activities that will give students an opportunity to
experience working in different areas of intelligence. This will help students dis-
cover talents that may otherwise have gone unnoticed or untapped. Schools and
school rooms are social systems and any explanations of though they promote
flexibility and ability would get to be as advanced because of the contexts them-
selves. General involvements need reflexivity, with the person’s principal locat-
ing themselves in relevancy the method of modification happening inside that
exact context. This needs kinds of self-analysis and reflection that really prevent.

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Normally in our school teachers do not reply to all of the students especially
math teachers while solving a sum on board and at that time many students lose
interest in class time. They refer to what is typically referred to as rewards using
the terms positive and negative reinforcement, and they categorize punishment
into response-cost penalty and punishment requiring the delivery of corporeal
punishment. When a learner experiences an appreciable feeling, they always re-
member it in order to obtain verbal praise, that stimulus is rewarded while sub-
tracting a signal that the student finds unpleasant results in negative reinforce-
ment. Taking away a rewarding action is referred to as response-cost punish-
ment (Anna, 2012).
Due to multiple intelligentsia student minds create different questions. So
teachers do teaching with clear “for examples” for all students. The “for exam-
ple” gives a clear picture of the teacher’s concept. It is necessary to remember by
teachers that it is their job to teach and behave equally to all students in the di-
verse classroom, the rest of the students indirectly learn from teachers. Educa-
tor’s area of concern for the physical and emotional safety of the students in
their room and faculty. If they’re unable to handle classes of judgement and irri-
tation correctly, they’re going to not be ready to produce this safe and learning
atmosphere. Schools area unit given the responsibility of training future leaders
and should perfect the values and behaviors they look for to instill in their stu-
dents. Understanding and respecting human rights is a crucial side of citizen-
ship. Moreover, to teaching students essential educational skills, educators can-
not ignore the citizenship and social skills that students will like as they mature
into adults.

3. Methodology
Qualitative research paper and collecting data by primary source means direct
response from variables (school teachers) by filling open-ended research ques-
tionnaire. Researcher conducted interviews from the 12 respondents of 3 differ-
ent school teachers. The views of teachers could not correctly be getting by
quantitative research. So I design an interview questionnaire, which they can
read and answer quickly. My research pattern will be interviews with a focused
group of lower secondary teachers.

3.1. Population
Teachers of 3 different, co-education, schools Karachi. Four teachers from each
school. Because my criteria are very specific such as teachers of lower secondary
co-education schools in Karachi.

3.2. Sample
For sampling researcher take 12 Interview responses. The process of collect-
ing sampling is non-probability sampling. And apply the quota sampling
method.

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 K. Marvi

3.3. Data Collection

I have to find out the impact of cultural diversity in the lower secondary class-
rooms. Basically want to analyze teachers’ issue they face in class and evaluate
how they resolve those matters. This data has been collected, by sending my in-
terview tool to them via an email and request to fill at the time when we discuss
on phone call due to pandemic conditions. My research instrument is a ques-
tionnaire and it is used as an interview tool. I have made 10 cafeteria questions
and Ranked order questions for conducting interviews.

3.4. Data Analysis

Researchers want to conduct focused group interview, but, due to pandemic
condition those interview taken with the help of interview questionnaire so here
I analyses my all responses question vise. Cultural diversity is effective automat-
ically, or it makes effective by teachers? I did my first question about diversity
motivation means how diversity effect students are teachers help to realize them
or they mold automatically as the year passes. 59% of teachers said yes it’s done
by the teacher in-class time, and 41% of teachers said students automatically
mold their behavior toward others.
Are students taught to overcome the issues of cultural diversity? So in the
classroom how teachers overcome the student diversity issues, 8% of teachers
said it will be taught by Islamic studies. 8% of teachers said that it is not possible
to teach them. 16% of teachers said it can be possible with consoling discussion.
But 68% of teachers said yes it can be possible to teach them during other subject
studies as well as Islamiat by teachers. Subjects like literature, ethics, social stu-
dies, etc.
What do you think cultural diversity is a blessing or single cultural influence is
better? When I ask about diversity as a blessing from them, all interviewers have
different ideas: 8% said it promotes creativity, knowledge about different cul-
tures, and different language skills of the city. 34% said it is a blessing in all ways.
26% said yes it is a better option for student social learning in the classroom.
16% said it is best for growing cultural understanding. 8% said it is best to learn
human respect with studies and 8% said it is a blessing to understand the equal-
ity of human rights and human behaviors. And also she said that institution be-
lieves in such diversities blessing it gives growth to the institution as well. Which
programs are launched to overcome the diversity problems? Now my question
was the types of programs they launched in school so, 9% of teachers said value
integration programs help to overcome diversity problems. 9% said group com-
panions give chance to work different culture pupils together. 9% said programs
like cultural play counsel them. 9% said student counseling is the only way. 9%
said moral values show conducting knowledge about respect of other culture. 9%
said to educate them that all humans are equal 9% said there are many ways to
launch those types of programs. And 37% said social studies itself is a combina-
tion of studies in which many cultures and habitations discuss already.

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Are teaching course graduate, teachers handle more effectively culturally di-
verse classrooms? Then we start talking about classroom handling of [Link].
teachers and [Link]. teachers so, 9% of teachers said any teacher can handle
class effectively. 18% said experienced teachers can do. And 73% of teachers said
yes [Link]. Teachers can do more effectively because they trained before expe-
rience and knew everything.
What is your perspective to handle co-gender pupils in the class? When we
discuss co-gender students in the same class teacher’s replies like 9% of teachers
said by assigning them roles and duties equally and give them the opportunity to
perform a task together. 18% said listen to them and give chance them equally.
9% said gives them neutral replies. 9% said it is better to handle single-gender
class room. 9% said boys are more physical activity so do more activity arrange
for them. 46% have no idea they just reply good.
The physical capabilities of students are different. So, in your school, you treat
them differently? About different physical capabilities students treated the same
or differently. Replies are, 14% of teachers said she educates about the physical
fitness of students for their physical well-being and physical maintenance. 14%
said they treat co-gender equally. 36% said they do not treat them differently.
36% said treat them differently.
Is Cultural diverse environment, gives more learning opportunities to the
students? It is amazing I got the same replies from every all teachers such as
100% said they get more knowledge from mix cultural pupils, because they are
from the different back ground too, as well as they have different skills, and if
they accept each other this unity gives strength. And understand each other
points of view.
State any incident happens at your school about diversity issue? The majority
of teachers, do not give a response like 76% teachers said no they do not re-
member such types of the incident. But 8% said once a time student makes fun
of rural area student due to them speaking accent. 8% teachers said same cast
students mostly like to converse with the same cast. 8% said yes in-class students
make groups and fight with each other.
How you solve the problems of diversity in your school? Different teachers
give replies according to their observations in the classroom like 44% said they
solve the problem by counsel their respect of each other’s. 22% said they realize,
each other importance, means the lesson of unity. And 34% of teachers said it is
not one day or time resolving issues for this school need planning and arrange
actives and programs so that type of issues rarely appeared in school.

4. Result
The impact of diversity among students is very visible in their behavior. The
majority of this can be teachers’ guide to students side by side with their study
time. And many times students themselves learn through the class environment.
Teachers teach moral values and positive concern toward another student

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 K. Marvi

through subjects like Islamiat and social studies. In which major culture ethics
would be discussing. Side by side in between class discussions teachers counsel
the student’s various miss concepts.
Few teachers think a single culture classroom is more comfortable and posi-
tive than a diverse classroom but the majority think that diversity is a blessing
because in-class time with studies they learn other cultures from peer involve-
ment and discussion. Students learn and observe equal attitude which teachers
did with class learners. Unconsciously they learn the lesson of equality. They
understand that all humans have equal rights on every facility.
More ever students can be a counsel with other programs which can be school
arrange in school time and many of them participate and learn different charac-
ters and perform roleplays this could realize the other culture deep ethics and
importance. Also, realize that other cultural people also have families like them
and all things like them just believe are different. Human necessities are the
same so they all leave same like each other. For handling and managing, all this
school needs [Link]. qualified teachers. In older days experienced teachers under-
stand and handle those issues that’s why few school students are shine socially
but know a day our youth have more positive social concepts. Due to every
school have [Link]. teachers, positively handles the psychological problem of the
diverse classroom.
Co-gender pupils sit in the same classroom observe each other think about
many ethics of conversation and reduce fear of talking with the opposite gender.
Teachers think male gender has more capacity of doing the physical task so
teacher design duties as per their ability and capacities. Teachers also explain to
them about physical fitness. Physical fitness is improved through different phys-
ical and indoor games. Indirectly links with increase cognitive level. This is the
same for both genders. Because cognitive development held according to age.
Yes, all cultures have different games which they play domestic level. When all
those sit to gather in the same class they unconsciously exchange their games
and ethics with each other.
After few years of combined sitting, they accept and like each other. This leads
to unity in our social surroundings. It gives national-level strength. In older days
many teachers have fear to sit with other cultural persons. Because conflicts and
frustration create fights in classes. And they need counseling and need of the
third person who resolves the issues like principals and teachers. Researcher
choosing teachers as my variable because they are the one who conducting
classroom sessions and face to face deal them and revolution comes in today’s
teachers have no such type of fears and they can easily handle diverse class-
rooms. Because now a day’s diversity promotes concept of humanity and
equality. But we need socially and economically mature teachers for our
youth.

4.1. Conclusion
Teachers can be resolved diversity issues with the experience. The above re-

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K. Marvi

search proved that [Link]. education trains the teachers with the knowledge and
prior experience of experts. Teachers use different instructions and methods of
the teacher to resolve student matters. They can counsel themselves and also
they can give physical health advice to students. Today’s students get many les-
sons in the same ordinary classroom the topmost is diversity means to change or
others. They learn respect for others, how to behave socially, how to sit with co
genders and how to do conversation with diverse gender groups of people.
While classroom discussion teachers observe the Diversity issues of students so
they can smartly guide them and cure them thinking in the wrong direction.
Teachers give the opportunity to students for observing each other during group
works and various activities. In all these students cognitive levels gain positive
feelings and they feel safe in diverse environments. They study in between safe
and secure fellow group rather than they feel the tension of hazards from others.
Lower secondary students have turned off the age of their life it is very necessary
to resolve cognitive miss concept for diversity resolve at that level. Because of
mental health and feeling of unity, a friendly positive environment is precious
and most important for the growth-oriented learning environment.

4.2. Findings
Responses from instructors in schools are demonstrated by their academic
backgrounds.
Cultural diversity is effective automatically, or it makes effective by teachers?
School 1 teachers said: 3.5 yrs. By teachers, 3.5 yrs. By teachers, 5 yrs. Naturally
and 5 yrs. Naturally. School 2 teachers said: 5 yrs. By teachers, 3.5 yrs. By teach-
ers, 3.5 yrs. By Teachers and 3.5 yrs. Naturally. School 3 teacher said: 3.5 yrs.
Teachers, 5 yrs. By Teachers, 5 yrs. Naturally and 5 yrs. Naturally.
Are students taught to overcome the issues of cultural diversity? School 1
teachers said: 3.5 yrs. yes through subjects such as Islamiat, 3.5 yrs. By teachers,
5 yrs. Yes through subjects and 5 yrs. Yes through subjects. School 2 teachers
said: 5 yrs) they need to discuss, 5 yrs. yes, 3.5 yrs. yes can be taught, and 3.5 yrs.
Yes it can be possible. School 3 teachers said: 3.5 yrs. No, 5 yrs. yes, 5 yrs. Yes
can be taught and 5 yrs. Yes can be taught
What do you think cultural diversity is a blessing or single cultural influence is
better? School 1 teachers said: 3.5 yrs. Cultural diversity is a blessing because it
promotes creativity and it also helps in acquisition of knowledge, language and
skills when a person lives in a diverse environment, 3.5 yrs. Cultural diversity is
better, 5 yrs. Diversity is always a blessing as it helps us to grow and learn from
each other and 5 yrs. It is blessings.
School 2 teachers said: 5 yrs. It is a blessing, 5 yrs. Diversity is a blessing, 3.5
yrs. Single culture is a better option and 3.5 yrs. Cultural diversity is blessing be-
cause it is important in every setting in life, but it can be even more pivotal when
it happens within education. Students around the world have the right to equal
access of quality education, and as such, there are many upsides that come along

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 K. Marvi

with it when institutions believe in the power of diversity. School 3 teachers said:
3.5 yrs. Cultural diversity is better, 5 yrs. Cultural diversity is better as students
learn to respect others too, 5 yrs. It is blessing And 5 yrs. It helps to grow.
Which programs are launched to overcome the diversity problems? School 1
teachers said: 3.5 yrs. Value integration programs in several schools have helped
in overcoming diversity problem, 3.5 yrs. Students counseling, 5 yrs. Social stu-
dies and 5 yrs. Social studies. School 2 teachers said: 5 yrs. Group competitions,
3.5 yrs. Values and moral education programs in schools, 3.5 yrs. All humans are
equal and 3.5 yrs. Here are some ways that will help overcome diversity chal-
lenges. School 3 teacher said: 3.5 yrs. Cultural tablo, 5 yrs. I don’t know, 5 yrs.
[Link] and 5 yrs. [Link].
Are [Link] teachers handle more effectively culturally diverse classrooms?
School 1 teachers said: 3.5 yrs. Because a trained teacher knows how to lead a
class effectively and therefore is more capable to run a culturally diverse class-
room, 3.5 yrs. Yes and experienced teachers as well, 5 yrs. Yes experienced
teacher can do and 5 yrs. Yes teacher can do. School 2 teachers said: 5 yrs. Yes
they were trained before experience, 3.5 yrs. Yes, 3.5 yrs. N0 any good teacher
can d0 it and 3.5 yrs. Yes.
School 3 teacher said: 3.5 yrs. Yes, 5 yrs. Yes, 5 yrs. Yes and 5 yrs. Yes. What is
your perspective to handle co-gender pupils in the class? School 1 teachers said:
3.5 yrs. By assigning them roles and duties and make them work together in a
team in this way they can perform in better manner, 3.5 yrs. It can be handled
easily, 5 yrs. It is good and 5 yrs. Good. School 2 teachers said: 5 yrs. With neu-
tral replies, 3.5 yrs. Treat them equally, 3.5 yrs. Simple teaching them without
discrimination and 3.5 yrs. Physically, boys tend to be more active than girls,
and by the same token more restless if they have to sit for long periods. School 3
teacher said: 3.5 yrs. Equality and detail listening, 5 yrs. It’s better than handling
one gender classroom, 5 yrs. Good and 5 yrs. Good.
The physical capabilities of students are different. So, in your school, you treat
them differently? School 1 teachers said: 3.5 yrs. No, I treat them equally because
there’s nothing that girls cannot do. It’s just that they sometimes need a little bit
of help, 3.5 yrs. Yes. Every child is treated in a different way, 5 yrs. in these day
no and 5 yrs. No. School 2 teachers said: 5 yrs. No, 3.5 yrs. I do not treat them
differently I think they have almost same physical capabilities, 3.5 yrs. No and
3.5 yrs. The ultimate goal of assessing student fitness in the school environment
should be to educate students on the importance of maintaining a physically ac-
tive lifestyle throughout their life span. School 3 teacher said: 3.5 yrs. With equi-
ty we can manage, 5 yrs. Yes, 5 yrs. Indeed and 5 yrs. Some times.
Is cultural diverse environment, gives more learning opportunities to the stu-
dents? School 1 teachers said: 3.5 yrs. Yes. Children learn many things like lan-
guages, skills, get extra knowledge when they sit with their fellows who belong to
a different culture, 3.5 yrs. Yes even they meet and learn a lot as they are from
different cultures, 5 yrs. Yes and 5 yrs. Yes. School 2 teachers said: 5 yrs. Yes they
get chance to observe different cultures, 3.5 yrs. Yes, 3.5 yrs. Yes may be and 3.5

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K. Marvi

yrs. When working and learning with people from a variety of backgrounds and
cultures present in the classroom, students gain a more comprehensive under-
standing of the subject matter. It also teaches students how to use their own
strengths and points of view to contribute in a diverse working environment.
School 3 teacher said: 3.5 yrs. Yes, 5 yrs. Absolutely, 5 yrs. Of course and 5 yrs.
Yes.
State any incident happens at your school about diversity issue? School 1
teachers said: 3.5 yrs. Children used to make fun of a child who belong to rural
area because of his different accent, 3.5 yrs. Not as yet, 5 yrs. Never happen and
5 yrs. Not remember. School 2 teachers said: 5 yrs. Nothing remember yet, 3.5
yrs. Same cast students preferred to talk to each other some time ago in our
class., 3.5 yrs. Never and 3.5 yrs. Students can arise due to misunderstandings,
fights, rivalry between groups, discrimination, bullying, use of spaces and assets.
School 3 teacher said: 3.5 yrs. N/A, 5 yrs. None happened, 5 yrs. NO and 5 yrs.
No issue is encountered as yet.
How you solve the problems of diversity in your school? School 1 teachers
said: 3.5 yrs. We counsel students and teach them that everyone must be res-
pected and make students realize the fact that we learn many things from child-
ren who belong to a different region, 3.5 yrs. By treating calmly, 5 yrs. competi-
tions and 5 yrs. cultural shows. School 2 teachers said: 5 yrs. With discussion
sometimes scolding if ethical issues appeared, 3.5 yrs. I counsel them to be res-
pectful to each other, 3.5 yrs. God has made us all and everyone is equal in this
world and 3.5 yrs. “Understand your students. Incorporate different teaching
styles. Equal Access to Opportunities. Celebrate diversity. Encourage Differing
Perspectives. Include diverse learning materials.” School 3 teacher said: 3.5 yrs.
With awareness and discussion, 5 yrs. By making them realize that others cul-
ture is as important as theirs, 5 yrs. By giving exposure to students about differ-
ent cultures through different activities and 5 yrs. With multiple activities.

4.3. Recommendation
Every school needs experienced teachers in fact every classroom need perfect
class teachers who understand students age level. They should have ability to
observe them and analyze them, give good advice, behave like a good mentor,
and aware of social issues and the global environment. So, there should be man-
datory that in school admiration appoint [Link]. teachers as class teachers. Class
teachers are the ones who lead the class group whole year rather than a subject
teacher. So the school appoints a subject specialist as per the requirement of the
course. And [Link]. teachers as a class mentors. It would be more beneficial for
schools and class time guidance.

Conflicts of Interest
The author declares no conflicts of interest regarding the publication of this pa-
per.

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 K. Marvi

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