Think | BIG: Shared View

Behavior Profile: School Management Teams Promote a Culture of Respect

	Democracy and Governance Goal	Democracy and Governance Goal: Reduce school-related gender-based violence
	Behavior	School Management Teams promote a culture of respect for human rights, diversity (including gender, sexual orientation, disabilities/differently-abled, etc.) and inclusion % of school community members who believe school management respects the human rights of all people regardless of gender, sexual orientation, disability, or other characteristics

Behavior Analysis			Strategy
BEHAVIOR AND STEPS What steps are needed to practice this behavior? Behavior School Management Teams promote a culture of respect for human rights, diversity (including gender, sexual orientation, disabilities/differently-abled, etc.) and inclusion Steps Treat peers, teachers and learners with courtesy, politeness and kindness Encourage peers, teachers and learners to express opinions and thoughts Listen to what teachers, other staff and learners have to say before expressing own viewpoints Learn about human rights, gender identity, sexual orientation, disability/differently-abled, and other forms of diversity Share knowledge about human rights and diversity with all staff Mediate and respond to discrimination on school premises Demonstrate or incorporate a diverse perspective in meetings (e.g., using examples to normalize diversity) Model fairness in dealing with peers and learners Use gender-inclusive language	FACTORS What factors may prevent or support practice of this behavior? Structural Accessibility: School Management Teams can promote a culture of respect because needed policies and curriculum content exist that espouse ideals of respect, diversity and inclusion Accessibility: School Management Teams cannot promote a culture of respect because of lack of funding and other resources (e.g curriculum materials and tools for implementation) Service Experience: School Management Teams cannot promote a culture of respect because of limited positive, open engagement with vulnerable groups Service Experience: School Management Teams cannot promote a culture of respect because they are demoralized by school violence Service Experience: School Management Teams can promote a culture of respect because they have the freedom to allow teachers to dedicate time to non-academic classroom activities for creating respectful spaces for learners Social Gender: School Management Teams cannot promote a culture of respect because of subtle, discriminatory gender-related practices towards female principals, e.g. lack of mentors, rejection of/resistance to their authority, isolation, marginalization, harassment, leadership testing) Norms: School Management Teams cannot promote a culture of respect because there is a lack of accountability, i.e. no stringent systems of accountability to address work ethic, meeting performance standards, professionalism, etc. Internal Knowledge: School Management Teams cannot promote a culture of respect because of their lack of knowledge and skills around human rights (e.g., inability to define diversity or human rights; lack of understanding of how to promote human rights; lack of shared language and understanding of respect, inclusiveness, etc.; lack of understanding of their own identities and what is normative) Skills: School Management Teams cannot promote a culture of respect because they have insufficient ability to address health and well-being of teachers, including inability to identify psycho-social risks of teachers Skills: School Management Teams cannot promote a culture of respect because they lack the skills to deal with the challenging circumstances within which schools operate (e.g., the gap between the human rights values promoted by policy makers and the personal values held by school administrators and staff)	SUPPORTING ACTORS AND ACTIONS Who must support the practice of this behavior, and what actions must they take? Institutional Circuit Manager: Develop and implement a comprehensive support plan for SMTs, educators, school support staff and learners School Based Support Teams (SBST): Develop and implement a comprehensive support plan for SMTs, educators, school support staff and learners District Education Department: Partnering with NGOs and CBOs, orient educators on Codes of Conduct for Educators and laws and policies related to SRGBV and human rights. NGOs: Use available materials to educate and guide in-school activities. Circuit Manager: Provide oversight on case management to ensure Principals and hearing commissions manage reported incidents of sexual abuse and harassment. Circuit Manager: Coach and mentor Principals and other school leaders on attitudes, knowledge, and skills required to promote a culture of respect School-based Support Teams (SBSTs): Identify support interventions required for policy/code of conduct/disciplinary procedure implementation eg. counselling services, court preparation, referral for removal to place of safety, legal representation, medical assistance, admission to rehabilitative programmes and tracking follow up appointments. District Psychosocial Support Services: Provide guidance to schools on procedures, protocols and processes in responding to alleged cases of SRGBV and other human rights abuses. National Council of Educators: Monitor and enforce Codes of Conduct. Education Department: Collaborate with the Human Rights Commission, Commission for Gender Equality, and Association of Disabled People to provide workshops and materials to empower school administrators to deal with diversity and human rights.	POSSIBLE PROGRAM STRATEGIES What strategies will best focus our efforts based on this analysis? Strategy requires Communication Support Enabling Environment Institutional Capacity Building: Host workshops to review and align school codes of conduct and protocols for the response and management of SRGBV to national policy and guidelines Institutional Capacity Building: Orient teachers on new/revised School Codes of Conduct and protocols for the response and management of SRGBV. Partnerships and Networks: Monitor and provide feedback to the DED, National Council of Educators, and key departments on implementation (gaps and challenges) of School Codes of Conduct and human rights-related policies, and guidelines Partnerships and Networks: Provide a platform for the various actors e.g. Education Department, Human Right Commission, CGE, COGTA, District House of Traditional Leaders, DSD, Police Services and Association of Disabled People to engage, support and help School Management Teams. Partnerships and Networks: Engage schools to conduct SRGBV information sharing open days (jamborees) e.g. encourage all relevant stakeholders to actively participate. Systems, Products and Services Quality Improvement: Hold bi-annual progress meetings with all stakeholders (share behavioral outcomes from project M&E reports). Demand and Use Communication: Develop/adapt and use targeted content messaging in the project. Collective Engagement: Provide technical support for learner-driven advocacy, awareness, education, monitoring, skills building campaigns in schools using best practice case studies, tools and relevant materials. Collective Engagement: Empower learners to work with SBST to conduct peer and intergenerational dialogues on gender attitudes and norms (e.g. during ongoing coaching and mentoring, during breaks, meetings during school hours). Skills Building: Provide information using best practice case studies, tools and relevant resources (handouts) and ongoing mentorship and coaching for SMTs and educators on techniques to promote a culture of respect in schools.

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