The Doorways training program was designed by the USAID-funded Safe Schools project to enable teachers, community members, and students to prevent and respond to school-related gender-based violence (SRGBV). A set of three training manuals targets each of these three key audiences. Doorways I: Student Training Manual on School-Related Gender-Based Violence Prevention and Response was designed for students to improve their resiliency and self-efficacy and to help them prevent and respond to SRGBV.

This booklet was designed for participants attending the Doorways II training program. It is to be used during the training for session activities. It is also a resource for community counselors to refer to as they seek to put into practice the new information and skills gained from the Doorways training program.

The Doorways training program was designed by the USAID-funded Safe Schools project to enable teachers, community members, and students to prevent and respond to school-related gender-based violence (SRGBV). A set of three training manuals targets each of these three key audiences. Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response was designed to train community members to help prevent and respond to SRGBV by instructing them in basic listening skills and response procedures.

This booklet was designed for participants attending the Doorways III training program. It is to be used during the training for session activities. It is also a resource for teachers to refer to once they have returned to their classrooms to help them put into practice the new information and skills gained from the Doorways training program.

The Doorways training program was designed by the USAID-funded Safe Schools project to enable teachers, community members, and students to prevent and respond to school-related gender-based violence (SRGBV). A set of three training manuals targets each of these three key audiences. Doorways III: Teacher Training Manual on School-Related Gender-Based Violence Prevention and Response was designed to train teachers to help prevent and respond to SRGBV by reinforcing teaching practices and attitudes that promote a safe learning environment for all students.

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 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 Code of Conduct has been drawn up to guide the teachers of the Ghana Education Service (GES) to help them achieve a high standard of competence and good behavior and to serve as a frame of reference should it becomes necessary to initiate disciplinary action against erring members. Since the Code constitutes rules for regulating the conduct of teachers both in and outside the classroom, it has been reviewed to follow modern trends to incorporate school-related gender-based violence (SRGBV). The Code includes guidelines on the appropriate response to allegations by students of SRGBV.

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. 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 Safe Schools pilot program in Malawi.

The objective of Safe Schools is to create safe environments for both girls and boys that promote gender-equitable relationships and reduce school-related gender-based violence (SRGBV) by working in partnership with children, youth, parents, teachers, schools and communities. This report summarizes the results of the participatory learning and action research activity conducted in October and November 2005 to help raise awareness, involvement, and accountability at national, institutional, community and individual levels of SRGBV in the Machinga District in southern Malawi. The study revealed a lack of knowledge about school-related gender-based violence in communities in the Machinga District; however, it also found that all schools in the study have some kind of reporting structure in place in the event that violence against children occurs.

This document presents the quantitative research instruments used to examine school-related gender-based violence in schools in Malawi. The study was carried out by DevTech Systems, Inc. and the Centre for Educational Research and Training through the USAID-funded Safe Schools Program. The document contains a suggested sampling methodology, interview guides, and suggested preliminary data analysis.

This Safe Schools Program report presents results from a baseline survey conducted among school children and teachers in the Machinga District in the Southern Region of Malawi in April 2006. Selected from a random sample, 800 boys and girls and 288 teachers at 40 participating schools were interviewed. They were asked about the type of violence, abuse, and mistreatment that boys and girls experience at school; who is responsible for this mistreatment; where this mistreatment occurs; if there are other school practices or conditions that are inappropriate, place pupils at risk, or potentially interfere with their schooling; and the effectiveness of reporting.

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. 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.