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The purpose of this study was to assess teachers' knowledge and reporting practices in response to sexual gender-based violence in schools. To learn more about the role teachers can play in responding to gender-based violence, this study examines teachers' perceptions of gender-based violence and their actions around reporting incidences of the violence. The study asked, "What are teachers' perceptions of gender-based violence and how, if at all, do teachers' address the violence as change agents?" This exploratory study used descriptive statistics, independent t-tests, and correlations to analyze 129 self-administered survey instruments that measure secondary teachers' knowledge, attitudes, and responses to gender-based violence in schools. Overall, teachers perceived that they can be change agents but lack the knowledge, protection, and training to successful play such as role. Respondents reported that they are unable to report sexual gender-based violence largely because it is unsafe to do so and because of the pressures of teacher solidarity.

This article draws from a qualitative study that examines teachers' responses to school-related gender-based violence (SRGBV) in two secondary schools in Burkina Faso. To analyse educators' responses, we apply the lens of hegemonic masculinity and the concept of institutional betrayal to argue that schools justify the subordination of women and perpetuate SRGBV rather than protect vulnerable individuals. We contend that despite having a strong legal framework and official reporting mechanisms, oppressive systems of gender relations (gender regimes) in secondary schools in Burkina Faso (re)traumatize victims and women teachers, or whistle-blowers. Furthermore, we find that gender regimes in schools function to exploit women teachers' labour: women teachers are tasked with addressing SRGBV while they simultaneously experience institutional gaslighting and devaluation of their efforts. This research contributes to discussions on how social norms and gendered institutions impact SRGBV policy implementation and teachers' abilities to make transformative change. [ABSTRACT FROM AUTHOR]

With growing recognition of sexual and gender-based violence (SGBV) occurring in schools, the governments of Burkina Faso and Benin, partnered with non-governmental organisations (NGOs), have attempted to implement systems of response within the school environment. This empirical study applied the socioecological framework to highlight the intersecting relationship of multiple contexts within society including the interpersonal, family, community, school, and national identities. The findings revealed inadequacies and possibilities for holistic action and accountability in both countries. Data were analysed from qualitative interviews with Beninese and Burkinabe government ministries, international and local NGOs, and community organisations. Barriers exposed complex difficulties in holding perpetrators accountable and sustainably moving towards collective action as a result of entrenched gender dynamics and social norms. However, there are pockets of action to protect victims and hold perpetrators responsible through considering communitarian ideals in addition to official policies. This study offers insight into two nations struggling to develop contextual responses of possibility. [ABSTRACT FROM AUTHOR]