Diálogos de gênero na educação: considerações sobre o projeto Lei Maria da Penha vai às escolas

Albuquerque, Kristine Kelly de

doi:10.1590/1806-9584-2020v28n260485

Cited by 1 publication

(2 citation statements)

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“…Two studies (1.5%) 102,103 were conducted solely with children of primary school age (i.e. < 11 years), and an additional five studies (3.6%) [104][105][106][107][108] included students of primary school age or their teachers amongst a broader sample. The other studies were conducted in secondary/high school settings.…”

Section: Process and Implementation Evaluations (Rq2)mentioning

confidence: 99%

“…The majority of studies (n = 75, 54.7%) were conducted in North America, with the remaining split across Europe (n = 32, 23.4%), 49,79,88,91,94,102,[105][106][107] Asia (n = 3, 2.2%), 78,85,87 Africa (n = 11, 8.0%), 90,[132][133][134][135][136][137][138][139][140][141] South America (n = 7, 5.1%) 84,104,[142][143][144][145][146] and Australasia (n = 9, 6.6%). 103,[147][148][149][150][151][152][153][154] A breakdown of the specific continents and countries in which studies were conducted is provided in Figure 3 and Table 2.…”

Section: Process and Implementation Evaluations (Rq2)mentioning

confidence: 99%

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School-based interventions TO Prevent Dating and Relationship Violence and Gender-Based Violence: STOP-DRV-GBV systematic review

Melendez-Torres,

Orr,

Farmer

et al. 2024

Public Health Res

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Background Schools have a duty of care to prevent violence between students but a significant amount of dating and relationship violence and gender-based violence occurs in schools. These are important public health issues with important longitudinal consequences for young people. Objectives To understand functioning and effectiveness of school-based interventions for the prevention of dating and relationship violence and gender-based violence. Review methods We undertook a mixed-methods systematic review to synthesise different types of evidence relating to school-based interventions for the prevention of dating and relationship violence and gender-based violence to understand if, how and in what ways these interventions are effective. We searched 21 databases and 2 trial registers and undertook forwards and backwards citation chasing, author contact and other supplementary search methods. Searches identified all literature published to June 2021. All screening was undertaken in duplicate and independently, and we quality appraised all included studies. Results We included 247 reports (68 outcome evaluations, 137 process evaluations). Synthesis of intervention components produced an intervention typology: single-component, curricular, multicomponent, and multilevel programmes. Synthesis of intervention theories suggested that interventions aiming to increase students’ sense of school belonging and sense of safety in the school building could encourage increased learning of prosocial skills and increased prosocial peer norms, and so potentially reducing dating and relationship violence and gender-based violence. Synthesis of factors affecting delivery highlighted school organisation and leaders who believed in the importance of addressing dating and relationship violence/gender-based violence, along with time and resources to deliver the interventions. The ease with which the intervention could be delivered and modified was also important. Meta-analysis found stronger evidence for intervention effectiveness in reducing dating and relationship violence than for gender-based violence, with significant long-term impacts on dating and relationship violence victimisation and perpetration, and some evidence that interventions in high-income countries could be effective for reducing victimisation and perpetration of gender-based violence in the long-term. Impacts on knowledge and attitudes were primarily short-term. Network meta-analysis did not suggest superiority of any intervention type. Moderation evidence suggested interventions reduced dating and relationship violence perpetration in boys more than girls, but reduced gender-based violence perpetration more in girls. Metaregression by intervention component did not explain heterogeneity in effectiveness, but qualitative comparative analysis suggested that reducing perpetration was important to reducing victimisation, and that perpetration could be reduced via focus on interpersonal skills, guided practice and (for gender-based violence) implementation of social structural components. Limitations Despite an exhaustive search, trials may have been missed and risk of publication bias was high for several analyses. Conclusions This is the most comprehensive systematic review of school-based interventions for dating and relationship violence and gender-based violence to date. It is clear that the prevention of dating and relationship violence and gender-based violence in schools will require longer-term investment to show benefit. Future work Future research is needed to understand why intervention effectiveness appears stronger for dating and relationship violence than gender-based violence. Study registration The study is registered as PROSPERO CRD42020190463. Funding This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: NIHR130144) and is published in full in Public Health Research; Vol. 12, No. 3. See the NIHR Funding and Awards website for further award information.

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