Assessing the knowledge, attitudes, practices and experiences of boys, girls and teachers with physical, psychological and sexual violence

This literature review was commissioned by USAID's Office of Women in Development to identify, annotate, and synthesize research studies and projects/interventions addressing primary and secondary school-related gender-based violence. The review is divided into four sections that provide the following:

1. evidence of the prevalence of school-related gender-based violence in developing countries,
2. a context for the subsequent discussion of the consequences of school-related gender-based violence for the health and educational outcomes for students, 
3. what is being done at the program and policy levels to address school-related gender-based violence, and
4. recommendations for further work.

This document reports the findings of a a school-related gender-based violence (SRGBV) assessment carried out by a four-person team from the Safe Schools Program (SSP) in 2004. It summarizes general issues and recommendations as reported by NGO staff, USAID partners, Ethiopian educational personnel, and local schoolteachers, parents, and students, as well as by global literature on best practices. It also reports on select priority issues and recommendations that address gaps at multiple levels -- national, institutional, community, and individual -- and that address SRGBV in three areas of programming -- prevention, reporting, and response.

This report shares the findings of an assessment of the Safe Schools Program in Ghana. The assessment team collected reports, materials, and data and conducted in-depth interviews and focus group discussions with key informants from the Ministry of Education, Youth and Sports, USAID and other donor agencies, NGOs, and community-level organizations (e.g. Parent Teacher Associations) to identify: (a) types of gender-based violence; (b) issues, gaps, and what works in existing programs; and (c) recommendations.

This presentation explains how the Safe Schools Program is helping to prevent child marriage in Malawi. It profiles several young girls who the Safe Schools Program helped stay or re-enroll in school. A total of 35 child marriages were avoided between October and December 2007.

This map shows the location of the Safe Schools Program intervention district, Machinga. It also provides a list of the 30 intervention schools and 10 control schools in the Machinga district.

This report presents the findings and recommendations of a school-related gender-based violence (SRGBV) assessment conducted in Malawi by a team from the Washington, DC-based Safe Schools Program (SSP). The team summarizes the general issues and recommendations as reported by NGO staff, USAID implementing partners of the Malawi Education Support Activity, Malawian educational personnel, and local schoolteachers, parents and students, augmenting these issues and recommendations based on the global literature on best practices. After analyzing the data and general recommendations, the team identified eight priority issues and recommendations that are proposed as the SSP’s pilot program in Malawi.

This document presents the quantitative research instruments used to examine school-related gender-based violence in schools in Malawi. The interview guides presented in the document are intended for the purpose of assessing the knowledge, attitudes, practices, and experiences of boys, girls, and teachers with gender-based physical, psychological, and sexual violence in the classroom, on school grounds, and going to and from school.

This report presents the findings of a school-related gender-based violence (SRGBV) assessment, which was conducted in April 2005 by a team from the Washington, D.C.-based Safe Schools Program (SSP). The primary objective of the assessment trip was to better understand the nature of SRGBV in the Jamaican context. The report summarizes the major issues observed during the assessment, suggests specific actions for implementation at the national, institutional, community and individual levels, and discusses specific programming options, as well as potential partners and collaborations.