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Due to the disruption of activities across the globe by the COVID-19 pandemic, so many consequences were predicted. Prominent amongst these were unprecedented job losses and an increase in gender-based violence. These were based on the assumptions that due to the lockdown (i) many people will lose jobs, and (ii) people will be constrained to stay t...
Citations
... Individuals who do not conform to prevailing gender-norms may also be at increased risk of SRGBV. The perpetration of SRGBV poses significant, often lifelong harm to children's health, well-being, educational attainment, and economic stability [8][9][10][11][12][13] and to girls' equity. ...
Background: Violence against children (VAC) is a global epidemic rooted in gender norms. One of the most common forms of VAC is school-related gender-based violence (SRGBV). Research has shown the promise of social media to shift norms underlying abusive behaviors, but, to-date, no studies have reported on social media norms-shifting interventions to prevent SRGBV by teachers. This study describes lessons learned from a pilot social-media intervention to shift social norms among Ugandan teachers to promote gender equity and reduce SRGBV. Methods: We extracted information on group size, posts, engagements, and teachers' comments from intervention Facebook and WhatsApp social media groups and conducted mixed-methods data analysis. The study and program team met weekly to review findings and adjust the approach. Results: We found many teachers voiced social norms and attitudes upholding SRGBV in online groups, highlighting the need for intervention. Social media groups were largely acceptable to teachers, reached many teachers throughout Uganda, and often promoted active discussion. The program team carefully monitored online engagement, identified needed shifts, and performed mid-course adjustments in response to emerging challenges. Lessons learned included focusing on positive norms instead of harmful norms, engaging peer-influencers to shift norms, and including educational resources to inform behavior change. Conclusions: This study offers learnings on application of social and behavior-change communication and social norms principles to future online violence prevention initiatives.
... Also, orphaned or refugee children are at greater risk of discrimination, harassment, and intimidation in the classroom (Stark & Landis, 2016). Violence can interfere with children's ability to learn and excel academically (Kibriya et al., 2016) and is also linked to absenteeism, lack of motivation, and leaving school early (Arvisais, 2016). Recent reports have documented how Syrian refugee children enrolled in school have encountered problems of harassment and intimidation (Carlier, 2018). ...
This article aims to fill a gap in the literature regarding violence against students in humanitarian crisis contexts by comparing the risk perceptions of young refugees during the time they were out of school to the time they were enrolled in an educational program. Through this comparison, the article aims to generate deeper reflection on the pervasive assumption that education protects. It argues that this is not necessarily the case, or at least that the reality is much more complex. This research used a mixed method with a sequential exploratory design, which allows to give priority to data, lived experience, and the field. Consequently, this article presents a case study of the accelerated education program in Dadaab refugee camp. The results showed that being enrolled in school can reduce the perception of some risks, but increase others, such as physical assault and gender-based violence.
... Though sexual violence is under-reported, it is common in educational institutions affecting students' school performance (Adinew and Hagos 2017; Morgan and Kena, 2018;Kimble and Chettiar, 2018). As findings indicated, students who had encountered sexual violence were more likely to report low school achievement and increased school dropout rates (Kennedy 2005;Chege 2007;Letta et al. 2014;Kibriya et al. 2016). ...
Many adolescents are initiated to sex with force or coercion that can lead to a wide variety of serious sexual and reproductive health consequences. The prevalence of sexual violence among female students as reported from many fragmented studies in Ethiopia has not been systematized. Therefore, this systematic review and meta-analysis aimed to estimate the pooled prevalence of sexual violence among female students in Ethiopia. Accordingly, articles were identified through a comprehensive search of databases in PubMed/MEDLINE, HINARI, EMBASE, CINAHL, Google Scholar, Science Direct, and Cochrane Library. As a result, thirteen studies were included in this meta-analysis. The data were extracted using a standardized data extraction form. The data were imported into STATA Version 11 for analysis. Heterogeneity among reported prevalence was assessed by Forest plot, Cochran’s Q test, and I2 test. A random-effects model was calculated to estimate the pooled prevalence of sexual violence. The pooled prevalence of lifetime sexual violence against female students in Ethiopia was 48.93% (95% CI 37.61, 60.25). Subgroup analysis revealed that the highest prevalence of sexual violence against female students was observed in the Oromia region (60.23%). Higher sexual violence prevalence was found among university students with a pooled prevalence of 53.76%. This systematic review and meta-analysis revealed that nearly half of female students in Ethiopia experienced sexual violence. Thus, the findings of this study suggest the need to develop prevention strategies, effective interventions, and programs to reduce violence against female students in Ethiopian educational institutions.
... gender (Kibriya, Tkach, Ahn et al., 2016). Gordon and Collins (2013) define GBV as violence towards minority groups, individuals and/or communities solely based on their gender. ...
... School-Related Gender-Based Violence (SRGBV) is violence or abuse that is based on gendered stereotypes or that target students on the basis of their sex, sexuality, or gender identities [8]. Though violence at school is by no means a new phenomenon, there has been growing social and scientific concern about this issue in recent years [9]. ...
Background
Gender-based violence (GBV) is a common reproductive health problem, especially in developing countries. It is still the first research priority area in Africa that is identified by World Health Organization. The main aim of this study was to identify the prevalence and determinants of Gender Based Violence among Baso high school female students in Debre Berhan town, Ethiopia.
Methods
An institutional based cross-sectional study was conducted in Debre Berhan, Ethiopia. A total of 350 female students were selected by stratified sampling technique. A self-administered structured questionnaire was used to collect the data. Each independent variable was fitted separately into bivariate logistic analysis, and Variables with p-values less than 0.25 in bivariable model were fitted into multivariate logistic regression analysis to evaluate the degree of association with gender-based violence. The significance level was obtained with 95% CI and p-value < 0.05.
Result
The prevalence of GBV during the lock- down was 36.2% (95% CI 0.3, 0.4), and the lifetime prevalence of GBV was 47.2% (95% CI 0.4, 0.5). The prevalence of life time sexual violence and physical violence were found to be 27.99% (95% CI 0.2, 0.3), and 37.99% (95% CI 0.3, 0.4), respectively. Sexual violence and physical violence during the lockdown were found to be 21.3% and 17.8%, respectively. Respondents educational performance (AOR = 4.5; 95% CI 1.8, 11.3), monthly pocket money received from their parents (AOR = 3; 95% CI 1.6, 5.6), free discussion about reproductive issue (AOR = 2.7; 95% CI 1.4, 5.2), and experience of sexual intercourse (AOR = 13.2; 95% CI 4.8, 36.4) were found to be associated factors of gender based violence.
Conclusion and recommendation
Gender Based Violence is still a significant sexual and reproductive health issue in Ethiopia. Governmental and non-governmental organizations should give due attention to this problem. Moreover, further large-scale studies are needed to estimate the national figure of GBV and to identify route causes.
... La violencia en los entornos educativos es un fenómeno global (Kibriya et al., 2011). Los centros educativos pueden ser lugares de riesgo, donde se experimenta acoso sexual, venta de drogas y robos, entre otros. ...
... En vista de que la violencia es una de las grandes problemáticas que envuelve a los centros escolares a nivel mundial, y se ve directamente reflejada en el rendimiento académico (Kibriya et al., 2011), los esfuerzos que coadyuven a su disminución y prevención deben ser puestos a la luz entre las mejores prácticas. Por eso cabe resaltar que la meditación en los centros educativos "Baja los niveles de agresividad, mejora la comunicación, la concentración, mejora el estado de ánimo y la autoestima. ...
Introducción.
En este artículo se explora el impacto que tiene la meditación en el ámbito educativo como factor protector ante la violencia. Se trata de indagar cómo la meditación promueve el desarrollo de la cultura de paz en el centro educativo, así como evidenciar su correlación positiva en la calidad de la educación. Se busca dilucidar si al meditar se pueden favorecer ambientes escolares de convivencia y resolución pacífica de los conflictos, para así contribuir a mejorar el rendimiento y los logros de la población estudiantil, así como también a fomentar un mayor bienestar para el resto de la comunidad educativa.
Metodología.
Se trata de un estudio exploratorio de carácter cuali-cuantitativo y construccionista, basado en entrevistas y cuestionarios aplicados a agentes parte del proceso social: estudiantado, profesorado y voluntariado.
Resultados.
Se concluye, según la percepción de estos sujetos, que la meditación en contextos educativos promueve factores protectores ante la violencia, tales como paciencia, sensibilidad, equilibrio emocional, bienestar y relajación. Al haber calma y armonía, bajan los niveles de estrés, agresividad, ansiedad e impulsividad. Promoviendo la convivencia pacífica, las personas son menos conflictivas, más agradables, comprensivas, respetuosas, sociables. Se mejora el estado de ánimo y la autoestima, lo que permite una mejor interacción social: más y mejores relaciones entre pares, aceptación, respeto, colaboración, apoyo, solidaridad e integración.
... Another recent, longitudinal analysis following students in rural Malawi found that school-related sexual violence was associated with poorer learning outcomes, absenteeism, and dropout for males and females; domestic violence was associated with male absenteeism and female dropout, and physical violence was associated with reduced absenteeism and better numeracy performance for females (Psaki et al., 2017). Analyses of a school-based survey in Ghana found that students who reported being bullied received lower math scores than those who did not (Dunne et al., 2013, UNGEI andUNESCO, 2015), while 2011 TIMSS and PIRLS data showed that students attending schools with more frequent teacher-reported bullying had lower achievement in math and reading than schools with less bullying (Kibriya et al., 2016;Mullis et al., 2012) Acceptance of other forms of violence in the home may contribute to continued prevalence of violence in schools in Nigeria: for instance, corporal punishment is legal according to Sharia law, with 62 % of Nigerian caregivers believing that it is necessary to raise a child (National Bureau of Statistics and United Nations Children's Fund, 2017). In Northern Nigeria, women have particularly poor education outcomes and limited livelihood opportunities, with female literacy rates lower than 10 % in several states (National Population Commission and ICF International, 2013). ...
This study provides comprehensive evidence on the negative effects of physical, sexual, and emotional violence on children’s well-being and educational outcomes in Northern Nigeria. In this paper, we analyzed household survey data, conducted surveys with a representative sample of pupils, and carried out interviews and focus groups with stakeholders. We provide some evidence that exposure to physical or emotional violence is negatively associated with social-emotional skills and self-efficacy. Subsequently, we find that children who experience any kind of violence are more likely to be out of school, have reduced learning, and are less likely to feel safe traveling to and from school. Exposure to sexual violence has a pronounced negative relationship with children’s mental health, an increased the likelihood of early marriage, and a lower likelihood of attending school.
Background
Gender-based violence (GBV) violates human rights, has terrible repercussions on the educational system, and is remarkably underreported. The primary objective of this systematic review and meta-analysis was to determine the combined prevalence of gender-based violence (GBV) and its determinants among female students in high schools in Ethiopia.
Methods
Data base search were conducted through PubMed, Science Direct, HINARI. Web of Science,and Cochrane Library. Essential data were extracted using a Microsoft Excel format and analyzed by using STATA Version 17.0. Heterogeneity were checked by using heterogeneity I² test and p-values at (I² = 98.9%, p < 0.001). To depict publication bias, the funnel plot was utilized, and Egger's and Begg's tests were used to examine it statistically. Subgroup analysis was performed to assess the variation of primary research
Result
The pooled prevalence of lifetime GBV was 50% (95% CI: 41, 59). The pooled prevalence of life time sexual violence, physical violence and psychological violence were found to be 33% (95% CI: 24, 42), 39% (95% CI: 33, 45), and 30% (95%CI: 14, 46) respectively. Alcohol use (AOR: 3.32; 95% CI, 1.70, 6.46), having boyfriend (AOR: 2.61; 95% CI, 1.01, 6.77), being rural residence (AOR: 1:89; 95% CI, 1.52, 2.35) and smoking cigarette (AOR: 7.88; 95% CI: 5:76, 10.77) were found to be determinants of gender based violence.
Conclusion
High school students in Ethiopia struggle greatly with gender-based violence. This issue needs to be addressed by both governmental and non-governmental entities.
