When caring is not enough: The limits of teachers’ support for South African primary school-girls in the context of sexual violence

A moment of change: Facilitating refugee children's mental health in UK schools

“…This can lead to a difficult tension for teachers who have many learning obligations to prioritise within their educational role. Yet the need to adopt an enhanced role of addressing psychosocial and pastoral care needs for the more vulnerable children at the school might not only be important for the overall development of the children, be that their cognitive, physical, social, emotional, moral and behavioural development, but might also enhance educational experiences and attainments for these children (Atkins et al, 2006;Bhana, 2015;de Wal Pastoor, 2015;Fazel et al, 2014;Murray et al, 2007;Zins et al, 2007).…”

Teachers as Change Agents? Assessing teachers

“…In the past 30 years, scholars (Carnoy & Levin, 1985;Mills, 2001;Morrell, 2001) have recognized schools as complex spaces, producing and reproducing social norms, including gendered norms, often reinforced through violence. Furthermore, research (Bhana, 2015;Porter, 2015) acknowledges that the continuation of gendered privileges creates an obstacle for teachers to respond against GBV. Porter (2015) observed, "school practices reflect local challenges and attitudes to a great extent.…”

“…Factors such as community stigma and fear of retaliation encourages a culture of silence around GBV (Leach et al, 2014;Porter, 2015). Bhana (2015) in South Africa and Porter (2015) in Uganda found a clear dynamic of silence despite female teachers working to protect children informally and serving as support. Teachers did not report incidences of GBV, but rather would only discuss particular cases with the parents of the victim.…”

“…Female teachers, often the ones pressured to respond and protect students from GBV, are even more at risk, due to their vulnerability (Bhana, 2015;Porter, 2015;Stromquist et al, 2013). Regardless of who is the perpetrator, it is difficult to address GBV based on the gender norms that often allow such violence to exist.…”

“…", and 4) "What factors and experiences inform teachers' perceptions of and responses to sexual GBV in schools?" In order to understand teachers' familiarity with and attitudes toward reporting sexual GBV in the school environment, this paper draws on previous research (Bhana, 2015;Porter, 2015;Stromquist et al, 2013) that demonstrates particular factors and experiences as influential on teachers' knowledge and behaviors in responding to GBV in schools. Norms, particularly surrounding gender, violence, and sexual relations contribute to teachers' unwillingness and inability to respond against GBV in Burkina Faso's education system (Devers et al, 2012).…”