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From Awareness to Action ? Experimental Evidence on Challenges in Reducing School-Related Gender-Based Violence Through a Multi-Component Program in Zambia

Author

Listed:
  • Friedson-Ridenour, Sophia
  • Chang, Wei
  • Ebrahim, Menaal Fatima
  • Jose, Anu
  • Bedi, Tara
  • King, Michael
  • Obbie, Musama
  • Samuyachi, Kahilu
  • Barrantes, Carla Z Glave
  • Garcia, Yenny Chavarria

Abstract

School-related gender-based violence remains widespread in low- and middle-income countries, yet rigorous evidence on effective prevention strategies is limited. This study evaluates the Empowerment Pilot, a multi-component program designed to address school-related gender-based violence in Zambian secondary schools. Employing a mixed- methods approach, the study draws on quantitative data from a cluster randomized controlled trial involving more than 4,467 students across 90 schools, alongside qualitative research. The findings show that violence is prevalent, gendered, and normalized in schools. Although the program increased student discussions about violence, it did not reduce overall levels of violence. Implementation challenges and limited diffusion beyond club participants further limited program impact. The study highlights significant institutional and cultural barriers to reducing school-related gender-based violence and underscores the need for comprehensive, schoolwide strategies that strengthen accountability and address underlying social norms perpetuating violence in resource-constrained contexts.

Suggested Citation

  • Friedson-Ridenour, Sophia & Chang, Wei & Ebrahim, Menaal Fatima & Jose, Anu & Bedi, Tara & King, Michael & Obbie, Musama & Samuyachi, Kahilu & Barrantes, Carla Z Glave & Garcia, Yenny Chavarria, 2025. "From Awareness to Action ? Experimental Evidence on Challenges in Reducing School-Related Gender-Based Violence Through a Multi-Component Program in Zambia," Policy Research Working Paper Series 11245, The World Bank.
    • Handle: RePEc:wbk:wbrwps:11245
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    References listed on IDEAS

    as
    1. Anderson, Michael L., 2008. "Multiple Inference and Gender Differences in the Effects of Early Intervention: A Reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects," Journal of the American Statistical Association, American Statistical Association, vol. 103(484), pages 1481-1495.
    2. Othmane Boulhane & Claire Elise Boxho & Kanga,Désiré & Mousson Estelle Jamel Koussoube & Lea Marie Rouanet, 2024. "Empowering Adolescent Girls through Safe Spaces and Accompanying Measures in Côte d’Ivoire," Policy Research Working Paper Series 10721, The World Bank.
    3. Oriana Bandiera & Niklas Buehren & Robin Burgess & Markus Goldstein & Selim Gulesci & Imran Rasul & Munshi Sulaiman, 2020. "Women's Empowerment in Action: Evidence from a Randomized Control Trial in Africa," American Economic Journal: Applied Economics, American Economic Association, vol. 12(1), pages 210-259, January.
    4. Evans, David K. & Hares, Susannah & Smarrelli, Gabriela & Wu, Dongyi, 2025. "When the data you have aren’t the data you need: The availability of school-related violence data in low- and middle-income countries," World Development, Elsevier, vol. 188(C).
    5. Isbat Ibn Hasnat & Adnan M. S. Fakir, 2023. "Condemned in childhood: bully victimization and labour market outcomes," Applied Economics Letters, Taylor & Francis Journals, vol. 30(1), pages 51-55, January.
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