Gender-based Violence and its Impact to Secondary School Students’ Education Participation, Retention and Performance

Lilian Victor Mutasingwa, Rosemarie Mwaipopo


Gender-based violence (GBV) in schools is a global concern perpetuated by gender
norms, relations and stereotypes; and influenced by the gender socialisation
processes. GBV is not only a human right and public health issue, but also an
educational one as it limits the ability of students to realise their education privileges
with regards to participation, retention and performance. GBV affects male and
female students alike, but with a different outcome. Girls are more affected due to
decision-making power, context and the persistent societal gender norms. While
various GBV-related studies have focused at household settings through quantitative
or qualitative approaches, this study investigated diverse socio-cultural and genderrelated issues in rural and urban school settings in Bagamoyo and Chalinze districts,
Coastal region, through a mixed approach. The study engaged 220 respondents,
including 155 students and 65 adults. The findings show that GBV among students
emanate from home, school and community environments, and they include: early
and forced marriages, forced termination of school, forced sexual affairs, threats, bad
cultural practices, female genital mutilation, corporal punishment, heavy
punishment, and rape. GBV-related outcomes that affect female students were
manifested in terms of poor performance at school, early engagement in sexual
relationships, early pregnancies, dropping-out, truancy, disability or complications
during child-birth, STIs and HIV, and eloping from home. For males, the outcomes
included early engagement in sexual affairs, truancy, poor school performance, and
school drop-outs. The study concludes that GBV and its associated implications in
schools demand a multi-dimensional approach for effective interventions.

Full Text:



  • There are currently no refbacks.

Copyright (c) 2023 Tanzania Journal of Development Studies

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.