Effectiveness of gender-based violence policy frameworks on academic achievement among public secondary school students in Bungoma County, Kenya

Abstract

Gender-based violence (GBV) is a prevalent challenge in schools across the whole world, and the role it plays in affecting the academic performance of students is getting a lot of consideration. In Kenya, numerous studies have mainly addressed the ill effects of GBV, yet studies that reflect the connection between GBV and academic performance, especially through internal test scores, are scarce. This paper evaluates the policy framework in dealing with GBV among students in public secondary schools in Bungoma County. The main questions tackled by the research included assessing the level of implementation of current policies in schools, establishing obstacles to the implementation of policies, and ascertaining effects of these policies towards the prevention and curbing of GBV. The study was based on social feminism theory and resilience theory, and its methodology was mixed-methods, i.e., both qualitative and quantitative data-collecting techniques were used. Out of the 342 secondary schools, a sample of 184 schools was identified, and a sample of 1,104 students, heads of guidance and counseling, sub-county directors of education, and GBV survivors were interviewed, and all these were included in the study. Questionnaires, interviews, and documents were used in the collection of the information. Quantitative data was submitted to the descriptive and then the inferential statistics; however, the results of the qualitative data were put under the theme analysis. The results indicated that although there are policies provided on how to address the GBV, there were loopholes in the implementation part, mainly in the rural counties like Bungoma County. The misallocation of resources, the absence of proper personnel training, and the inability to report are some of the key concerns. Findings of the research revealed that GBV policies existed but were not adequate, and the systems were not efficient towards assisting the survivors. The paper leaves us with the recommendations as to how it can be better and polished such that the present policy can be improved and made more effective in the process of creating a conducive, supportive educational environment with less bullying, etc. The paper highlights how it can support all students, including methods such as the implementation of safe reporting systems and increasing the level of training for the staff and the way the community can be included in making better policy.