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Engaging school personnel in making schools safe for girls in Botswana, Malawi, and Mozambique
ARTICLE

, , Center for Communication Programs, Johns Hopkins Bloomberg School of Public Health, United States

International Journal of Educational Development Volume 46, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

Girls are vulnerable to HIV in part because the social systems in which they live have failed to protect them. This study evaluates a program aimed at making schools safe for girl learners in order to reduce girls’ vulnerability to HIV in Botswana, Malawi, and Mozambique. In addition to an extensive process evaluation with school personnel program participants, program facilitators, and community members, a cross-sectional post-intervention survey was conducted among adolescent girls in the three countries. The total sample size was 1249 adolescent girls (ages 11–18). Bivariate and multilevel, multivariate analyses were conducted to assess the association between school participation in the intervention and a decrease in teachers offering sex in exchange for academic favors. In Botswana, girls who attended an intervention school, as compared to girls who attended a non-intervention school, were significantly more likely to report a reduction in teachers offering sex in exchange for favors. Communication interventions that both challenge and empower school personnel to create safer environments for schoolgirls can have positive effects, particularly in settings with sufficient resources to support change.

Citation

Schwandt, H.M. & Underwood, C. (2016). Engaging school personnel in making schools safe for girls in Botswana, Malawi, and Mozambique. International Journal of Educational Development, 46(1), 53-58. Elsevier Ltd. Retrieved July 17, 2019 from .

This record was imported from International Journal of Educational Development on January 28, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2015.10.008

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