UCL Institute of Education

This report presents findings from the scoping study of policy, practice and evidence on school-related gender-based violence (SRGBV) in Togo, which took place in 2016.

This report synthesises findings from four scoping studies of policy, practice and evidence on school-related gender-based violence (SRGBV) in Zambia, Togo, Ethiopia and Côte d’Ivoire carried out in 2016-2017.

The main objective of the study was to analyse responses to gender-based violence in and around schools in Côte d’Ivoire, in order to inform future planning of policy and practice initiatives.

This report presents findings from a scoping study of policy, practice and evidence on school-related gender-based violence (SRGBV) in Zambia, which was carried out in 2016.

School-related gender-based violence (SRGBV) describes physical, sexual and psychological acts of violence in and around schools, underpinned by unequal access to resources and power, and inequitable norms and stereotypes.

There has been very little research globally on the implementation of national policy interventions to address School-Related Gender-Based Violence (SRGBV).

While violence against children (VAC) has been a long-established global concern, more recently attention has been drawn to how violence occurs in and around schools (VACS) and the role of education in preventing and responding to violence.

This guide has been written for teachers who are new to teaching RSE, or new to teaching the compulsory RSE guidance, published in 2019, which applies to both primary and secondary schools in England.