Violence against children from school staff is widespread in various settings, but few interventions address this.
This paper interrogates the influence of a tradition-modernity dichotomy on perspectives and practices on sexual violence and sexual relationships involving girls in three districts of Kenya, Ghana and Mozambique.
This rigorous literature review was commissioned by UNICEF, with the aim of examining research evidence on approaches to addressing school-related gender-based violence (SRGBV). While the scope of the review was global, an emphasis was placed on research in low- and middle-income countries.
This paper examines how policies and strategies to address school-related gender-based violence have evolved since 2000, when gender-based violence within education was largely invisible.
This report presents findings from baseline studies carried out in three districts in Kenya, Ghana and Mozambique for Stop Violence Against Girls in School, a five year project (2008-2013) led by ActionAid with support from the UK’s Big Lottery Fund.