Preventing and combating school-related gender-based violence (SRGBV)

Laying the foundations for a safe, equitable, and inclusive school

Dados Bibliográficos

ID22164116
AutoresVassiliki Pliogou (0000-0002-1009-0287, University of Western Macedonia), Sophia Tromara (0000-0003-1847-8478, University of Western Macedonia), Christina Hajisoteriou (0000-0002-5103-5161, University of Nicosia, autor correspondente), Panayiotis Angelides (0000-0002-1362-8337, University of Nicosia)
Ano2025
Volume10
Data de publicação2025-03-24
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoFrontiers in Education (JOURNAL)
Identificadores do periódicoISSN: 2504-284X • E-ISSN: 2504-284X
EditoraFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2025.1520731
OpenAlexW4408771015
IdiomaEN
Citações recebidas6
Referências citadas13

School-related gender-based violence (SRGBV) is a widespread socio-cultural phenomenon that transcends geographical, socioeconomic and cultural boundaries, affecting students globally. In 2024, approximately 115 million children and adolescents were victims of some form of genderbased violence (GBV) (UNGEI, 2024). SRGBV encompasses any act or threat of physical, sexual, or psychological violence that occurs in and around schools, as well as online, and is 'perpetrated as a result of gender norms and stereotypes and enforced by unequal power dynamics' (UNESCO & UNGEI, 2023, p. 1). It is interconnected with broader systems of social inequality, power, and control and has various manifestations within diverse institutions, discourses, and spaces (Burke et al., 2023).Empirical research highlights that SRGBV largely remains unnoticed and thus unattended (Burke et al., 2023). However, it bears detrimental consequences that expand to adulthood, as it not only violates children's and adolescents' rights and negatively impacts their well-being, but also affects their academic achievement, and overall development (Ginestra et al., 2022). Combating SRGVB requires a multilevel approach targeting its root causes and the systemic factors perpetuating it. Thus, school, as a context of primary socialization, has a substantial role to play in creating a safe and inclusive learning environment for all learners, regardless of their gender.Therefore, this opinion article aims to examine the complexity of SRGBV, its driving factors, provide insights into various interventions that may address SRGBV more effectively in school settings and urge for more concrete and holistic responses.SRGBV refers to a wide range of violent behaviors and actions taking place in educational settings.It can take the form of bullying, verbal abuse, sexual harassment, corporal punishment and other harmful behaviors against individuals or groups based on their gender identity or normative gender roles. The manifestations of SRGBV rarely occur as isolated incidents, but usually overlap, resulting in even more complexity (Ginestra et al., 2022). SRGBV can manifest between students, between teachers and students, and between teachers and other staff (Holt & Birchall, 2022).Factors such as sexual orientation, gender identity/expression, sex characteristics, physical appearance, geographical location, socio-economic and ethnic background, and disability influence the form and intensity of SRGVB. Although SRGBV may affect every gender, girls are disproportionately affected and are more likely to experience psychological bullying, cyberbullying, sexual harassment and violence (UNESCO & UNGEI, 2023), while boys are more prone to physical violence. Female adolescents with disabilities are ten times more vulnerable to GBV (Vanner, 2021).The complex causes of SRGBV are related to individual, family, school, community, socioeconomic, cultural and political factors that appear to have increased intersectionality.DeCrosta & Spear (2024) support that SRGBV is deeply rooted in pervasive, unequal gender norms and stereotypes about gender roles and expectations, which are reinforced by systematic power imbalances, and hegemonic male identities, while intersecting with racism (Valtýsdóttir & Halldórsdóttir, 2025). From a feminist perspective, these discriminatory practices and processes reflect oppressive and male dominated power relations emanating from patriarchy, which result in structural inequalities (Dahal et al., 2022) and permeate school settings (Pliogou & Katsarou, 2024). Setty et al. (2024), without essentializing gender, analyze the disproportionate impact of SRGVB against girls and LGBTQ+ adolescents through a cultural lens that perceives gender norms as intersecting with sexual predetermined scripts. Eisen et al. (2021) support that family has a decisive role in producing and sustaining rigid gender stereotypes even from an early age. Beyene et al. (2019) report the critical role of parents, as exposure to parental violence increases the risk of sexual violence. While some cases of violence are overtly gendered, others are more subtle and thus are often being dismissed as mere acts of violence rather than identified as manifestations of GBV. Discriminatory norms within school environments instill feelings of shame and fear in victims, discouraging them from reporting or asking for support (Burke et al., 2023). Tanton et al. (Ollis et al., 2021), as addressing harmful gender norms through critical reflection has a significant impact on improving attitudes against GBV. Kågesten et al.'s (2021) interventions aimed at girls' empowerment through enhancing their problem-solving and critical reflection skills to increase their confidence and at boys' empowerment through verbal skills and positive expression of masculinity. The results were positive, as both groups became more able to negotiate their sexuality and agency and gained selfprotective strategies. Schools reflect and reinforce prevailing gender relations and dynamics permeating society. Thus, filtering all forms of violence through a 'gender lens', helps the identification of SRGBV as inherently gendered, because gender identities influence how individuals interact in various social contexts, including schools. This gender-based approach, implemented through gendertransformative education, allows an in-depth examination of how power and discrimination intersect with school settings, challenges and dismantles harmful gender perceptions, behaviors and practices by unveiling power relations, gender norms, and the systemic roots of inequality and oppression to create more and safe learning environments for all students (UNESCO & UNGEI, 2023).Gender equality is a global priority reflected among two of the 17 Sustainable Development Goals of the UN's Agenda 2030 -SDG4 (Quality Education) and SDG5 (Gender Equality)-and a key catalyst for achieving all SDGs. Education stands out as the most transformative institution, capable of initiating positive change that starts individually and expands to the entire social spectrum (Pliogou & Tromara, 2024). The prerequisites are a strong political will and commitment to prevent, address, and eliminate SRGBV, placing SRGBV highly on the educational agenda, and raising awareness on the deeply gendered dimension of the phenomenon. Prioritizing gender equality as inextricably linked with social justice in and through education is thus the key to establish safe, equitable, and inclusive learning environments.Toward this endeavor, first, we argue that the impact of fragmented interventions is limited toward a long-term change, as they do not dismantle the root causes of SRGBV. Secondly, we argue that cross-sectoral and multilevel collaboration across policymakers, schools, students, families, and communities -a whole school approach-is the only way to effectively address the structural root causes that sustain SRGBV. Third, gender-transformative education can have more tangible and sustainable outcomes, as it dismantles harmful entrenched gender norms and unequal power dynamics.In conclusion, SRGBV has detrimental effects on students, teachers, parents and the entire community. Eliminating SRGBV is therefore not only a matter of protecting individual well-being, but also contributes to the establishment of more democratic, prosperous, sustainable, and peaceful societies.Setty, E., Ringrose, J., & Hunt, J. (2024). From 'harmful sexual behaviour' to 'harmful sexual culture': Addressing school-related sexual and gender-based violence among young people in England through 'post-digital sexual citizenship. ' Gender and Education,36(5)

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