This multifaceted initiative mobilizes students, teachers, parents, and community leaders, fostering a supportive environment that tackles the complex factors contributing to violence against children (VAC). Photo: UNFPA Tanzania
By Adonis Byemelwa
Recent tragic incidents in Tanzania, where groups of schoolchildren have been attacked across the country and left traumatized, highlight the urgent need to address violence against children in educational settings.
In response to such alarming events, a new study unveils powerful insights into children’s agency and life skills training aimed at reducing violence in schools across Kenya and Tanzania.
The Whole Schools Approach (WSA) intervention, developed by ICS-SP Africa, takes a bold stance by combining innovative educational strategies that engage multiple stakeholders in the fight against the pervasive issue of violence against children (VAC). This multifaceted initiative seeks not only to educate students but also to empower them, creating a safer and more supportive environment for their development.
This multifaceted initiative engages not just students but also teachers, parents, and community leaders to create a supportive environment that addresses the myriad factors contributing to VAC.
Conducted between February and May 2022, qualitative research involving focus group discussions and in-depth interviews with pupils aged 10-17 from four randomly selected public primary schools unveiled significant findings.
Pupils showcased a strong understanding of the various forms of violence they encounter in homes, schools, and their communities. Many students articulated their awareness, with one pupil stating, “I know the different types of violence, like bullying at school or when someone is hurt at home. I can talk to my teacher or my parents if I see it happening.” They were also able to identify safe spaces and individuals they could turn to for help, highlighting the importance of support networks.
Crucially, students expressed how life skills training empowers them to distinguish right from wrong and avoid negative influences. “The training helps me understand what’s good and what’s bad,” one pupil noted. “It keeps me away from bad friends and things like alcohol and drugs.” Many highlighted that the training could prevent them from engaging in risky behaviors such as substance abuse and early sexual activities.
Pupils participating in the Whole Schools Approach (WSA) intervention expressed a clear desire for improvement in training materials. Many highlighted the need for simpler Kiswahili language, with one student noting, “Sometimes the words are too hard. If it was easier to understand, we could learn better.”
The inclusion of visual aids like educational cartoons and books was also emphasized, along with the importance of disseminating this information to families. “If our parents know what we learn, they can help us more,” another pupil added. However, entrenched social norms and traditional hierarchies often hinder their ability to apply the skills learned.
“It’s not always easy to use what we learn because sometimes adults don’t listen to us. We need everyone to change how they think,” one pupil reflected. Their insights stress the necessity of community-wide commitment to genuine empowerment.
The study's findings advocate for a holistic approach to addressing violence against children (VAC), highlighting the interconnected environments that shape their lives. Stakeholders engaged in the WSA intervention expressed enthusiasm for its multi-stakeholder strategy to reduce VAC. They called for broader dissemination of information through mass media, community meetings, and social platforms, recognizing the need to reach more people effectively.
In Tanzania, the intervention yielded statistically significant reductions in physical violence, with reports of being kicked (down 55%) and pinched (down 50%) among pupils. Additionally, 56% of students reported a decrease in being forced to stand or kneel as a form of punishment. While no significant changes were observed in Kenya, a concerning 52% increase in pupils reporting being hit with an object was noted in the intervention group.
Emotional abuse also saw significant declines, with reports of being yelled at, verbally insulted, or blamed for misfortunes decreasing in both countries. In Kenya, however, attitudes among parents shifted negatively regarding several beliefs about discipline, with a notable drop in those agreeing that equal responsibility exists in raising children. Conversely, in Tanzania, there was a 52.1% increase in the belief that children can learn without physical punishment.
The variation in results between countries and implementation teams suggests that the success of the WSA intervention is dependent on the local context. Stakeholders have emphasized the urgent need for enhanced training materials, such as illustrated books and detailed facilitator notes, to support effective implementation.
This comprehensive feedback from students and stakeholders alike reinforces the critical need for community engagement and resource development to empower children and ultimately combat violence against them.