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The State of Violence Against School Children in Tanzania Mainland 2020

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The State of Violence Against School Children in Tanzania Mainland 2020 The State of Violence Against School Children in Tanzania Mainland The State of Violence Against School Children in Tanzania Mainland An Exploratory Study 2020 An Exploratory Study 2020 1 The State of Violence Against School Children in Tanzania Mainland The State of Violence Against School Children in Tanzania Mainland An Exploratory Study 2020 An Exploratory Study 2020 3 The State of Violence Against School Children in Tanzania Mainland Contents List of Figures iii Acknowledgements vii Executive Summary 1 1. Introduction 5 1.1 The objective of the Study 8 1.2 Study area and coverage 8 2. Methodology 9 2.1. Conceptual framework 9 2.2. Research design 9 2.3. Sampling strategy, sample description and data collection techniques 10 2.4. Data management and analysis 12 2.5. Ethical Considerations 12 3. Literature Review 13 3.1. Introduction 13 3.2. Tanzania’s policies and legal framework on violence against school children 13 3.3. Nature, prevalence and magnitude of violence against school children 14 3.4. Perpetrators of violence against school children 15 3.5. Perceptions of violence against school children 16 3.6. Etiology of violence against school children 18 3.7. The relationship between violence and children’s learning 20 3.8. Violence in the home settings and children’s education 20 3.9. Violence in the community settings and children’s education 21 3.10. Violence en-route ‘to and from’ school settings and children’s education 21 3.11. Violence in the school settings and children’s education 21 3.12. Violence in Cyber-setting and Children’s Education 22 3.13. Definition of Key Concepts 23 i An Exploratory Study 2020 The State of Violence Against School Children in Tanzania Mainland 4.0. Study Findings 26 4.1. Nature, prevalence and magnitude of violence against school children 26 4.2. Psychological/emotional violence against school children 26 4.3. Physical Violence against School Children 31 4.4. The settings where school children experience physical violence 39 4.5. Negligent treatment or violence against school children 43 4.6. Sexual violence against school children 46 4.7. Perpetrators of violence against schoolchildren 61 4.8. Perceptions of violence against school children 67 4.9. Practices and perceptions of reporting violence against school children 82 4.10. Root causes of violence against schoolchildren and persistent barriers to overcoming the plight 96 5. Conclusions & Recommendations 102 5.1. Conclusions 102 5.2. Policy and Programmatic Recommendations 103 6. References 105 6.1. Annexes 111 An Exploratory Study 2020 ii The State of Violence Against School Children in Tanzania Mainland List of Figures Figure 3: Children who experienced psychological violence according to school type, ownership, sex and location 40 Figure 4: Frequency for experiencing psychological violence over a period of 6 months 41 Figure 5: Magnitude of psychological violence perpetrated by teachers to students according to teachers 44 Figure 6: Administration of canning as part of the punishments to students according to teachers 51 Figure 7: Magnitude of physical violence perpetrated by teachers to students in school settings according to teachers 57 Figure 8: Magnitude of school children’s experience of negligence over the last 6 months 65 Figure 9: Setting where school children most experienced negligence 66 Figure 10: Children who have experienced sexual violence according to school type, ownership, sex and location 67 Figure 11: Students who reported to experience sexual violence in school, and en-route to/from school and at home 68 Figure 12: Awareness on sexual abuse experienced by students from their teachers 70 Figure 13: Students who are aware of male students’ involvement with older women as sexual partners 71 Figure 14: Students awareness of same sex practices among male students in school 72 Figure 15: Frequency of school going children experiencing sexual violence within the range 6 months up to the time of the study 73 Figure 16: Students awareness of unnatural sexual practices among female students 75 Figure 17: Magnitude of sexual violence among students 77 Figure 18: Parents’ perception on the magnitude of sexual violence happening amongst students 80 Figure 19: Magnitude of sexual violence among students according to teachers 80 Figure 20: Magnitude of sexual violence perpetrated by teachers against students according to teachers 81 Figure 21: Students’ perception on how often bulling, insults, punishment or hurting are caused by teachers in school 90 Figure 22: Prevalence and magnitude of physical fights and hurting among students 90 Figure 23: Identified perpetrators of negligence against school children 91 Figure 24: Children self-reported safety at school, at home and to and from school 97 Figure 25: Parents Perception on their Children’s safety in school and home settings 98 Figure 26: Parents perception on the safety of their children en-route to/from school 98 iii An Exploratory Study 2020 The State of Violence Against School Children in Tanzania Mainland Figure 27: Students’ feelings of safety at schools according to Teachers 99 Figure 28: Students’ feelings of safety in their homes according to Teachers 99 Figure 29: Students who think it’s OK for them to be canned when they misbehave and think it is the best and effective discipline approach 102 Figure 30: Students who think canning is not violence and it’s the main form of punishment in school 103 Figure 31: Students who think teachers will not be respected if there is no canning in schools 103 Figure 32: Students perception on harsh punishment in school 104 Figure 33 Parents’ Perceptions on canning as a mode of punishment for school children’s misbehaviour 106 Figure 34: Parents perceptions of emotional/psychological violence as a form of punishment for school children’s misbehaviour 106 Figure 35: Parents who agree that there are other better ways of disciplining their children at home other than caning, beating and/or yelling/intimidating them 107 Figure 37: Parent’s Perception on Sexual Violence 108 Figure 38: Teachers’ perceptions of their comprehension of physical violence against school children 109 Figure 39: Teachers’ perceptions of their comprehension of sexual violence against school children 109 Figure 40: Teachers’ perceptions of their comprehension of psychological/emotional violence against school children 110 Figure 41: Parent’s Perception on whether children know where to report and are comfortable reporting violence 111 Figure 42: Teachers’ perceptions on whether students know how and where to report violence incidents 112 Figure 43: Parent’s perception on where children reports violence 112 Figure 44: Teachers’ perceptions on whether students who have been abuse would feel comfortable reporting the incidents 113 Figure 45: Parents confidence on whether perpetrators will be effectively punished when reported 113 Figure 46: Teachers’ confidence that perpetrators of child violence will be held accountable 114 Figure 47: Proportion of children who reported psychological violence experienced according to school type and ownership 115 Figure 48: Reasons for not reporting psychological violence 116 Figure 49: Students who confirmed that action was taken against perpetrators of psychological violence after they reported the incidents 116 An Exploratory Study 2020 iv The State of Violence Against School Children in Tanzania Mainland Figure 50: Parents’ perception how often incidents of mental/emotional abuse to children by parents, guardians, relative or anyone else get reported 117 Figure 51: Parent’s view how many incidents of mental/emotional abuse to students that happen on their way to and from their school get reported 117 Figure 52: Proportion of school going children who reported negligence according to school type and ownership 118 Figure 53: Reasons for school going children victims of negligence not to report the situation 119 Figure 54: School going children’s confidence of actions being taken as a result of r eporting negligence 119 Figure 55: School children’s perception on the reporting of physical violence experiences en-route to and/or from school 120 Figure 56: Parents’ view on how many incidents of physical violence to students that happen on their way to and from their school get reported 121 Figure 57: Proportion of children who reported violence experienced according to school type and ownership 122 Figure 58: Reasons for not reporting sexual violence 122 Figure 59: Students who confirmed action were taken against perpetrators of sexual violence 123 Figure 60: Perception on reporting of sexual violence among students 124 Figure 61: Perception of reporting sexual violence occurring en route to school 124 Figure 62: Parents’ perceptions on the reporting of sexual violence incidents against school children perpetrated by teachers 125 Figure 63: Parents’ perceptions on the reporting of sexual violence incidents happening amongst school children 126 Figure 64: Parents’ view on how many incidents of sexual abuse or violence by parents, guardians, relative or anyone else happen at their homes get reported 126 Figure 65 Parent’s view on how many incidents of sexual abuse or violence to students happened on their way to and from school get reported 127 Figure 66: Occurrence of students’ negative behaviours and attitudes in schools according to teachers 130 Figure 67: Prevalence of incidents of vandalism and bullying or intimidating of teachers/other staff by students 134 v An Exploratory Study 2020 The State of Violence Against
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