Behavior Profile: Learners Seek Help| Democracy and Governance Goal: Reduce school-related gender-based violence | ||
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Learners seek help when they feel threatened or are violated % of learners at each school who say they can tell an educator if they experience sexual abuse or harassment
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Behavior Analysis |
Strategy | ||
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BEHAVIOR AND STEPSWhat steps are needed to practice this behavior?Learners seek help when they feel threatened or are violated
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FACTORSWhat factors may prevent or support practice of this behavior?StructuralAccessibility: Learners do not seek help because they do not always have a trusted person at school, especially an adult, in whom they can confide, exacerbating concerns of confidentiality Accessibility: Learners do not seek help because school governance and administrative structures do not always foster the receiving of SRGBV reports because of concerns over reputational damage to the school Accessibility: Learners do not seek help because school codes are often vague in terms of what constitutes GBV, as well as options and procedures for reporting Service Experience: Learners do not see any result of others reporting (inadequate follow-up, delays in progress of cases, and poor communication), so feel there is little to gain SocialNorms: Learners do not seek help because GBV, including repeated harassment and intimidation, is normalized InternalAttitudes and Beliefs: Learners do not seek help because they are afraid of secondary victimization, including being blamed Knowledge: Learners do not seek help because they do not have the confidence to exercise their rights Skills: Learners do not seek help because their educators and peers lack counseling and containment skills to appropriately refer or offer support |
SUPPORTING ACTORS AND ACTIONSWho must support the practice of this behavior, and what actions must they take?InstitutionalSchool Governing Bodies (SGBs): Provide oversight of reported cases and hold schools principals/administrators accountable for receiving, investigating, and managing reported cases Department of Justice: Build capacity of learners to understand human rights, the benefits of reporting, arresting, follow up on court case proceedings, victims’ rights and the role of police front liners School Counselors: Assist learners to report SRGBV and access services School Management Teams (SMTs): Actively communicate with all staff and learners about SRGBV, interventions, confidentiality, etc. District Psychosocial Services: Train and guide schools to implement procedures and processes for reporting and managing SRGBV. District Education Department: Orient educators on Code of Conduct for Educators and relevant laws and policies NGOs: Provide or support the provision of psychosocial services, referrals, follow-up, monitoring or capacity building in schools. Circuit Manager: Provide oversight on SRGBV case management by principals and hearing commissions School-based Support Teams (SBSTs): Model exemplary behavior and encourage learners to respect other’s rights Department of Social Development: Equip learners and educators on basic counselling skills, including knowing when to refer Department of Social Development: Deploy social workers in schools Department of Social Development: Monitor responsiveness of social workers in schools Police: Treat SRGBV survivors fairly, with compassion, and in accordance with relevant laws and guidelines Police: Respond to SRGBV cases immediately, investigate systematically, and report back on SRGBV complaints professionally Police: Provide learners with information on survivors’ rights and the role of police School Management Team: Effectively implement policies and guidelines aimed at addressing SRGBV District Psychosocial Services: Respond, monitor and follow-up on reports of SRGBV School Governing Bodies (SGBs): Make reporting of SRGBV within a school a positive and progressive action through training, awareness-raising, and monitoring how reports are handled School Governing Bodies (SGBs): Take immediate and decisive steps to sanction those who violate the confidentiality code School Governing Bodies (SGBs): Appoint a trusted staff member or external social service provider for learners to report to and confide in. School Governing Bodies (SGBs): Review, align (to relevant national policies, laws, and guidelines), implement, and monitor the School Code of Conduct, policies, and reporting and disciplinary procedures School Governing Bodies (SGBs): Orient and actively communicate with learners, teachers and parents on school code of conduct, SRGBV and child protection laws, confidentiality and reporting and disciplinary procedures School Governing Bodies (SGBs): Collaborate with police to lodge and investigate all reported SRGBV cases and ensure adequate communication is relayed to survivors CommunityFamilies and Communities: Hold school management accountable for ensuring learners have a way to report and that reports are followed through. |
POSSIBLE PROGRAM STRATEGIESWhat strategies will best focus our efforts based on this analysis?Strategy requires Communication Support Enabling EnvironmentInstitutional Capacity Building: Workshop teachers and support staff on techniques to address all incidents of SRGBV without bias or discrimination using best practice case studies, tools and relevant materials Institutional Capacity Building: Support orientation of all school staff and parents on what constitutes SRGBV and processes, procedures for reporting all forms of SRGBV Partnerships and Networks: Monitor implementation and feedback to DPS Partnerships and Networks: Engage schools to conduct SRGBV information sharing open days (jamborees) e.g. encourage all relevant stakeholders to actively participate. Policies and Governance: Work with Education Department to assist SGBs to streamline school codes, reporting and disciplinary procedures to align with national policy and guidelines. Policies and Governance: Support orientation of teachers, parents, school support staff and learners on endorsed policies, Codes of Conduct and Disciplinary Procedures on SRGBV. Policies and Governance: Monitor implementation of school codes of conduct and feedback to school administrators at quarterly meetings. Systems, Products and ServicesQuality Improvement: Work with Department of Social Development to form and train small cadres of teachers within schools on basic counselling skills, containment, referrals and follow-ups ensuring that these teachers are able to provide support and build trust with learners Demand and UseCommunication: Use media (e.g. local radio stations, social media) to engage staff, learners, parents, and the community on human rights, harmful gender norms, reporting SRGBV and to promote SRGBV services. Communication: Support and monitor learner driven advocacy, awareness, education, monitoring, skills building campaigns in schools. Communication: Develop/adapt and use targeted content messaging that encourages learners to seek help (in complement to the school curriculum) Collective Engagement: Work with groups of learners, teachers and administrators together to collectively determine appropriate school-specific solutions to address issues of communication, authority and school image Collective Engagement: Empower learners to conduct peer dialogues on gender attitudes and norms as well as human rights (to be free from violence and discrimination). Collective Engagement: Empower learners to conduct advocacy, awareness, education, monitoring, skills building campaigns in schools Collective Engagement: Monitor, document and share learnings from learner driven advocacy, awareness and education activities. Skills Building: Hold series of workshops with student leaders to build skills and efficacy in learners' rights, reporting SRGBV, and providing support to peers |
