Assessing experiences with violence and peace in primary schools in Sierra Leone

Abstract

Purpose This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone. Design/methodology/approach The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this work proposes an operationalisation of these concepts based on a survey administered with 2,000 pupils and examine the correlates of the indices. Findings Results indicate not only a substantial level of violence among the sampled schools but also a considerable level of positive peace. These indices are negatively correlated, suggesting that lower levels of violence are related to higher levels of positive peace. Further analysis also shows that socioeconomic variables and school characteristics such as headteacher experience and teacher qualification are associated with levels of violence and peace. Finally, based on longitudinal evidence, this study also indicates that the prevalence of violence is a significant predictor of reading development among children. Originality/value The indicator presented is the first to combine children’s experiences with violence and experiences with positive peace in schools. It is a unique contribution to the measurement of school outcomes that are usually overlooked in the literature.

Picturing safety and danger: Children's perspectives in rural Sierra Leone

“…The school environment is often described as a safe space where children are protected from domestic violence, however, schooling exists within the boarder contexts of social relations that are not always favourable for children (Anderson & Jones, 2009). Experiences of bullying, corporal punishment and other types of violence are prevalent in Sierra Leone (Capistrano et al, 2022; Reilly, 2014). Photovoice enabled the children to articulate concerns about particular people in their lives highlighting how schools are perceived as places of risk as much as fun and joy.…”

“…Of the three case study communities, this school stands out in terms of the frequency of such conflicts mentioned by children, suggesting that levels of violence are closely linked with specific characteristics of schools and communities such as school leadership (Capistrano et al, 2022). However, violence between children was visibly present also in other schools, even though it was more psychological than physical nature.…”

“…While these experiences do not necessarily make children afraid of school, without a doubt they might cause long‐term negative consequences in terms of both psychological and physical well‐being (Capistrano et al, 2022). Interestingly, that while discussions on dangerous places and objects showed that children have clear strategies of risk minimisation, there were no reported strategies for encounters with violent teachers and peers.…”

Zone of peace: beliefs, roles, and practices

“…Violence and peace in school Capistrano et al (2022) in their work identified three violence that can occur in schools: direct, structural and cultural. Direct violence refers to the intentional physical and psychological harming of others in the school.…”

“…Structural violence is established through social and institutional mechanisms that alienate people from their basic rights (Galtung, 1969, as cited in Capistrano et al, 2022. And "cultural violence," Capistrano et al (2022, p. 291 as cited in Capistrano et al, 2022 defines it as "those aspects of culture, the symbolic sphere of our existence [. .…”