Why SRGBV?
School Related Gender-Based Violence (SRGBV) remains a significant issue in Uganda, with adolescent girls being particularly vulnerable. The education sector is not immune to this issue, as many schoolgirls face sexual harassment, physical violence, psychological and emotional abuse within and around schools. These challenges hinder their education, personal development, mental well-being and as further consequence disrupting their possibilities for economic empowerment, and livelihoods.
According to (Maruo, Manuel Contreras, Arango, Urbina 2023), Gender based violence and inaction against it translate into substantial costs for economies and societies. Violence disrupts the human capital accumulation of survivors and families, restrict mobility, choices and options for education and employment and reduces productivity in the workplace. Furthermore, an IMF study finds that a 1 percentage point increase in the share of women subjected to violence can reduce economic productivity by up to 8.9 percent in sub-Saharan Africa.
The 2015 national survey of Violence Against Children in Uganda found that 59% of young females and 68% of young males reported experience of physical violence, 34% of young females and 36% of young males reported emotional violence and 35% of females and 17% of males reported sexual violence under age 18 years. Common perpetrators include teachers, peers and intimate friends, all of whom interact with students in school settings (Naker, D. 2005). The prevalence of SRGBV in its sexual, physical, and psychological forms proves a serious detriment to students' education with potential to hinder their social well-being and livelihoods.
Evidence on the correlation between GBV, employability and economic participation in the African context can equally be seen in Tanzania, where a cluster randomized controlled trail compared women who received microfinance tothose who received microfinance and 10 sessions of gender-transformative training. Results show that the women who received both financing and training were less likely to report physical IPV (Intimate partner violence) and less likely to express attitudes.
Evidence on the correlation between GBV, employability and economic participation in the African context can equally be seen in Tanzania, where a cluster randomized controlled trail compared women who received microfinance tothose who received microfinance and 10 sessions of gender-transformative training. Results show that the women who received both financing and training were less likely to report physical IPV (Intimate partner violence) and less likely to express attitudes.
Addressing existing barriers and working at the individual, community, and institutional levels to prevent SRGBV is essential to enabling more boys and girls to access and complete their studies. Transforming the gender and systems dynamics within the education system that perpetuate gender violence will make schools safer and improve cent the educational experience for all. There is a clear need for evidence-based interventions to reduce violence against adolescents in Uganda, and for whole-school approaches to violence prevention to be implemented (UNESCO; 2020: UNICEF, 2015).
Sport, particularly a team-oriented and physically empowering game like rugby, can provide an ideal environment for addressing GBV and promoting gender equality. Rugby builds self-confidence, self-esteem and a sense of belonging. It teaches discipline, respect, integrity, passion, communication skills, teamwork, resilience, and leadership-qualities that can help young girls challenge harmful gender norms, assert their rights and speak up when it matters. By introducing rugby into schools around Wakiso in Central Uganda, the Girls in Rugby Learning through Sports project aims to empower girls and boys, equip them with critical life skills, and create supportive networks that address GBV while promoting a culture of equality.
Key reasons why teaching children about GBV in school is important
1. Early Intervention and Prevention: By educating children about GBV at a young age, schools can proactively address harmful gender stereotypes and behaviors before they become ingrained, potentially preventing future incidents of violence.
2. Awareness and Identification: Learning about different forms of GBV, including physical, emotional, and sexual violence, allows children to recognize potential situations of abuse and know when to seek help.
3. Developing Healthy Relationships: GBV education can teach children about respectful relationships, consent, and healthy communication skills, enabling them to build positive interactions with peers.
4. Empowerment and Advocacy: By understanding their rights and the harmful nature of GBV, children can become active advocates for gender equality and speak out against violence when they see it.
5. Positive Impact on Academic Performance: Experiencing or witnessing GBV can negatively impact a child's ability to focus and learn. By addressing GBV in schools, students can feel safer and more supported, leading to improved academic outcomes.
6. Addressing Societal Challenges: School-based GBV education can contribute to broader societal change by promoting gender equality and challenging harmful gender norms within communities.