**The Prevalence of School-Related Gender-Based Violence in Zimbabwe: An Overview**

Gender-based violence (GBV) remains a pervasive issue in many countries, and Zimbabwe is no
exception. School-related gender-based violence (SRGBV) encompasses a range of acts that are directed
to students based on their gender, affecting their education and overall well-being. In Zimbabwe,
studies, including those by UNICEF, indicate that SRGBV is a significant barrier to education, particularly
for girls. This essay provides an overview of the phenomenon in Zimbabwe, discussing its prevalence,
causes, effects, and recommendations for combating this serious issue.

### Understanding School-Related Gender-Based Violence

School-related gender-based violence can take many forms, including physical violence, sexual violence,
emotional abuse, and bullying. It can occur in various settings, including in the school environment and
on the way to and from school. In Zimbabwe, many students, especially girls, experience SRGBV, which
can include harassment by peers, teachers, and other school staff.

According to a report by UNICEF, approximately 33% of adolescents aged 13-15 in Zimbabwe have
experienced some form of violence in or around school (UNICEF, 2019). This statistic highlights the
troubling reality that affects learning outcomes and the psychological well-being of victims. Boys and
girls experience different types of SRGBV; however, girls are often disproportionately affected, facing
threats of sexual violence and coercion alongside other forms of discrimination.

### The Causes of SRGBV in Zimbabwe

Several factors contribute to the prevalence of SRGBV in Zimbabwe. Understanding these causes is
critical to formulating effective interventions.

#### 1. Gender Norms and Stereotypes

Deeply entrenched gender norms and societal expectations play a crucial role in perpetuating SRGBV.
Traditional beliefs often view women as subordinate to men, leading to a culture that tolerates violence
against them. According to a study by the International Rescue Committee, boys are often socialised to
assert their masculinity through aggression, whereas girls are frequently taught to be submissive (IRC,
2018). This cultural backdrop contributes to an environment where violence is accepted and normalised,
particularly in school settings.

#### 2. Lack of Legislation and Policy Enforcement

Although Zimbabwe has laws and policies aimed at tackling GBV, there is often a lack of effective
enforcement. The Education Sector Policy on Gender-Based Violence is designed to address SRGBV, but
many schools lack the resources to implement it effectively. A lack of training for teachers on how to
handle cases of GBV further exacerbates the issue (SADC, 2017). Moreover, many victims are reluctant
to report incidents of violence due to fear of stigmatization, lack of trust in the system, and an absence
of support services.

#### 3. Inadequate Reporting Mechanisms

The absence of proper reporting and response mechanisms can deter students from speaking out
against violence. Many schools lack confidential channels through which victims can report abuse,
leading to a culture of silence. When victims do report incidents, the processes are often lengthy,
unresponsive, or lack follow-up support. The inability to address cases of SRGBV thoroughly and
sensitively dissuades students from coming forward, perpetuating the cycle of violence (UNICEF, 2020).

#### 4. Peer Pressure and Bullying

Peer pressure can lead to instances of bullying and violence in school. Vulnerable students, particularly
those who do not conform to societal norms of gender behaviour, may be targeted. The fear of
exclusion can result in students engaging in or standing by during acts of violence. A survey conducted
by Child Rights Information Network found that bullying is prevalent in schools, leading to absenteeism
and dropping out among affected students (CRIN, 2021).

### The Effects of SRGBV on Education and Well-Being

The implications of school-related gender-based violence extend far beyond immediate physical harm.
The effects can be profound and long-lasting, impacting both academic performance and personal
development.

#### 1. Reduced Educational Attainment

Students who experience violence at school may find it difficult to concentrate on their studies. The
trauma associated with SRGBV can lead to absenteeism, academic underachievement, and, in some
cases, dropping out of school altogether. Data from the Zimbabwe National Statistics Agency indicates
that girls who have experienced violence are 1.5 times more likely to leave school before completing
their education (ZNSSA, 2019).

#### 2. Psychological Impact

The psychological impact of SRGBV cannot be overstated. Victims may suffer from depression, anxiety,
post-traumatic stress disorder, and other mental health issues as a result of their experiences. The
International Organisation for Migration notes that those who have experienced violence often struggle
with low self-esteem and feelings of isolation (IOM, 2021). Such mental health issues can create barriers
to establishing healthy relationships and pursuing opportunities in the future.

#### 3. Cycle of Violence

There is evidence to suggest that experiencing violence in childhood can lead to a perpetuation of
violence in adulthood. According to UNICEF, children who witness or survive violence are associated
with an increased likelihood of becoming perpetrators themselves (UNICEF, 2019). This cycle creates a
persistent societal issue that is challenging to eradicate unless immediate and effective measures are
taken.

### Recommendations for Addressing SRGBV in Zimbabwe

Given the multifaceted nature of SRGBV, comprehensive strategies are necessary to address the issue.
Below are several recommendations for promoting safer educational environments in Zimbabwe.

#### 1. Strengthening Legislation and Policy Implementation

The Zimbabwean government needs to ensure that existing laws and policies against GBV are not only
enforced but also publicised. Duty bearers, including teachers and school administrations, should
receive training on how to notice and appropriately address instances of GBV (SADC, 2017). Creating a
robust legal framework can encourage victims to report incidents without fear.

#### 2. Awareness and Sensitisation Campaigns

Awareness campaigns targeting students, parents, and teachers can play a pivotal role in changing
attitudes toward gender-based violence. These campaigns should aim to challenge harmful gender
norms and raise awareness of the consequences of SRGBV. Schools can collaborate with non-
governmental organisations (NGOs) to implement workshops and programmes aimed at educating their
communities.

#### 3. Establishing Support Systems

Schools should establish confidential reporting mechanisms for students to report incidents of violence
safely. Additionally, providing support services, such as counselling and psychological help, is critical for
victims of SRGBV. The presence of trained professionals who can handle cases sensitively can help
create a safer and more supportive educational environment.

#### 4. Engaging Boys and Men

Engaging boys and men in conversations about gender equality and violence prevention is essential.
Initiatives that include boys as allies can help dismantle toxic masculinity and promote healthy
relationships among students. Programs that encourage mutual respect and promote male advocacy
against SGBV can contribute to a cultural shift.
### Conclusion

School-related gender-based violence in Zimbabwe presents a significant barrier to education and

personal development for many students, especially girls. The phenomenon is compounded by deep-
rooted societal norms, a lack of effective legislation, inadequate reporting mechanisms, and pervasive
bullying. As this essay has illustrated, the impact of SRGBV extends far beyond the immediate effects,
influencing educational attainment and psychological health for years to come. It is crucial that
stakeholders, including government, educational institutions, NGOs, and communities, work
collaboratively to confront and rectify the issue. Only through comprehensive understanding and
targeted action can the cycle of violence be broken, ensuring that all students feel safe, supported, and
empowered to succeed in their education.

### References

1. UNICEF. (2019). "Adolescents in Zimbabwe: An Assessment of Violence Against Children." Retrieved

from: [UNICEF Report](https://www.unicef.org/esa/reports/adolescents-zimbabwe-assessment-
violence-against-children)

2. International Rescue Committee (IRC). (2018). "The Link Between Gender Norms and Violence."
Retrieved from: [IRC Review](https://www.rescue.org/report/link-between-gender-norms-and-violence)

3. Southern African Development Community (SADC). (2017). "Gender-Based Violence in Education:

Evidence from Southern Africa." Retrieved from: [SADC Summary](https://www.sadc.int/documents-
publications/sadc-publications/gender-based-violence-education)

4. Child Rights Information Network (CRIN). (2021). "Bullying: A Silent Violence in Schools." Retrieved
from: [CRIN Findings](https://www.crin.org/en/library/publications/bullying-silent-violence-schools)

5. International Organisation for Migration (IOM). (2021). "The Psychological Impact of Violence on
Children: A Comprehensive Study." Retrieved from: [IOM
Study](https://www.iom.int/news/psychological-impact-violence-children)