The Relationship between School-Related Gender-Based Violence and Absenteeism: Evidence from 14 Southern and Eastern African Countries

Y

16

Foreign Countries; Gender Bias; Educational Environment; Access to Education; Equal Education; Elementary School Students; Attendance; Sexual Harassment; Teacher Behavior; Peer Relationship; Teacher Student Relationship; School Safety; Grade 6; Student Characteristics; Family Characteristics; Teacher Characteristics; Institutional Characteristics

Africa; Botswana; Kenya; Lesotho; Malawi; Mauritius; Mozambique; Namibia; Seychelles; South Africa; Swaziland; Tanzania; Uganda; Zambia; Zimbabwe

0256-0100
2076-3433

Children in sub-Saharan African countries face higher exposure to gender-based violence (GBV) compared to their counterparts in other world regions (United Nations Children's Fund [UNICEF], 2014). When GBV occurs in schools, it severely endangers access to education. Using the third round of data of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) from over 60,000 Grade 6 learners across 14 countries, we examined the relationship between GBV in primary schools and learners' absenteeism. Findings indicate that sexual harassment perpetrated by teachers significantly increases learners' absenteeism. In contrast, effects were less clear when the perpetrator was a fellow learner. Effects found are similar in magnitude for girls and boys. Violence prevention education programmes and stricter punishment for offenders are needed to establish a safer school environment and overcome harassment-related barriers to learning.

As Provided

2023

EJ1374341