Preventing and responding to gender based violence: a whole school framework

Understanding Gender Based Violence (GBV) and its impacts

What does GBV mean?

Equally Safe is Scotland’s strategy for preventing and eradicating violence against women and girls (VAWG). Our shared understanding defines VAWG as a form of GBV. GBV is defined as “any form of violence used to establish, enforce or perpetuate gender inequalities and keep in place gendered orders”.^[1] This means that, in addition to VAWG, other specific forms of violence and abuse can be understood as gender-based, such as homophobic and transphobic bullying.

While the terms VAWG and GBV are sometimes used interchangeably, VAWG is a subset of GBV specifically targeting women and girls due to their unequal status in society. Equally Safe has a strategic focus on violence against women and girls, while recognising that persons of all genders experience violence and abuse: “VAWG harms everyone in society, including men and boys. While men and boys may benefit from some of the gendered norms and inequalities that give rise to VAWG, they are also harmed by them.”

This framework uses the term ‘gender-based violence’ to reflect that children and young people of all genders can experience the behaviours described below and attempts to acknowledge the ways in which these behaviours may present in schools. It is also used because, in addition to VAWG, we recognised that homophobic and transphobic bullying (also forms of GBV) can occur in schools.

What are the forms of GBV?

GBV can take many forms, encompassing, but not limited to:

• physical, sexual, emotional, verbal, and psychological abuse and violence, including domestic abuse or relationship abuse (including coercive control), rape, incest, unwanted touching, the non-consensual sharing of sexual images, and the threat of any of these acts. This abuse and violence can occur within intimate relationships, in the family, within the general community, or in institutions.^[2]
• sexual harassment, and intimidation in any public or private space (including online, work, schools, colleges and universities, and at home). This may include ‘joking’ or ‘banter’ which can be seen by children and young people as acceptable but can have a detrimental impact on the child or young person involved.
• commercial sexual exploitation, including prostitution, lap dancing, stripping, pornography and trafficking.
• child sexual abuse, including familial and sibling sexual abuse, child sexual exploitation and online abuse.
• so-called ‘honour-based’ violence, including dowry-related violence, female genital mutilation, forced and child marriages, and ‘honour’ crimes.
• transphobic, homophobic or biphobic bullying, as it reinforces and polices gendered societal norms.

The section Is GBV always men’s violence against women and girls? and Appendix B: Glossary provide further information on types of GBV.

This framework aims to support addressing these matters within schools as a preventative measure. Where there are any concerns that a child or young person is experiencing GBV, these should be appropriately addressed using already established child protection procedures and processes. This is discussed further in Targeted approaches to responding to GBV.

What causes GBV?

As recognised within the definition outlined above, GBV is rooted in gender inequality. Equally Safe places its definition of GBV within the gendered reality of men’s and women’s lives, what it means to be a man and a woman in our society and the status and privileges which are afforded to us depending on whether we are born a man or a woman.

Girls and young women are at higher risk of violence than the rest of the population. In a NSPCC study, girls experienced more frequent and more severe emotional, physical and sexual partner violence than boys – one in three 13 to 17 year old girls reported some form of sexual violence. Girls reported high levels of coercive control including surveillance through the use of online technologies and, unlike the boys in the study, reported that their welfare was severely detrimentally affected.

How does GBV intersect with protected characteristics?

Along with their protected characteristic of sex, women and girls can have various protected characteristics that increase their level of risk in experiencing violence and abuse. Other systems of power, such as racism, classism, religious discrimination, homophobia, transphobia, and ableism work with gender inequality to cause the specific types of violence experienced by girls and women who are the furthest from power. The violence they face often combines multiple forms of discrimination, for example GBV experienced by Black or minority ethnic young women and girls often combines racism and misogyny. Violence targeted at disabled girls may include abuse targeted at their disability as well as misogyny, and they may also encounter additional barriers to accessing support.

It is therefore important to note that girls, young women and transgender young people who are affected by more than one form of inequality or discrimination face increased risks of GBV. Approaches to tackling GBV should take this combination of factors into account in the ways they seek to prevent violence and discrimination, as well as in the ways they recognise and respond when it occurs.

“I feel really ashamed and embarrassed. I don’t know what it’s called but yesterday a boy in my class was touching my leg and slapping it constantly. And before that, he was messaging me online about having sex, but I don’t even know him that well. I haven’t told my school yet as there obviously isn’t any evidence of the touching. As for the messages, people are just saying he is joking about, but it really doesn’t feel like that to me. I don’t know whether he’s just trying to get a reaction out of me cos I’m autistic and I fall into seizures regularly – but I really want him to stop!” Girl, 17, Childline

Is GBV always men’s violence against women and girls?

Sexual harassment, assault and abuse are overwhelmingly carried out by boys and young men against girls and young women in school environments. The experience in schools mirrors the experiences of women and girls in wider society where GBV is most often carried out by men, reflecting societal trends which limit girls and young women’s opportunities and power. 37% of girls and young women report experiencing sexual harassment in school, compared with 6% of boys and young men. While violence against women and girls is the most common form of GBV, the two terms are not synonymous, and boys and men can also experience GBV. GBV is unacceptable no matter who is experiencing it. Every person who experiences GBV should receive support and care based on their individual needs and circumstances.

GBV experienced by boys and men is also more likely to be perpetrated by other boys and men. In some cases, this can reflect norms associated with hypermasculinity and the expression of power. For example, sexual harassment is most likely to be perpetrated against boys or men who are perceived as not conforming to the ‘rules’ of masculinity, including those who are or are perceived as gay, bisexual or transgender. It might be treated as ‘banter’ or ‘just a joke’ but can have serious impacts, especially over time. It is important boys and men know that their experiences are recognised, and that support is available to them.

“When I was sexually assaulted, I couldn’t access services because of my gender. The nearest support service I could go to was 80 miles away. A school guidance teacher asked why I needed support because men don’t get raped. Make sure that never happens to another young person” Everyday Heroes: Service Responses Report, page 8

What is the relationship with LGBTQI+ inclusion?

As is set out in Appendix C, it is necessary to ensure that the rights of all children and young people are recognised and respected in line with the Equality Act 2010. In the context of this framework, this requires schools to prevent discrimination, harassment, and victimisation on the basis of gender reassignment and sexual orientation.

It is important to recognise that GBV can be experienced by people of all genders, and in all relationships, regardless of sexual orientation. Research shows that people in their first same-sex relationship are often at higher risk of GBV. This may include threats of outing, internalised homophobia, lack of support, and any violence experienced being considered as less serious than heterosexual GBV. Research into transgender people’s experiences of domestic abuse has found that the most common type of abuse was jealous and controlling behaviour, and two thirds of those included in the study had experienced physical abuse. It is therefore necessary that in considering their approach to GBV, education authorities, schools and school staff should recognise that GBV can also be experienced by LGBTQI+ people.

For further information, please see the Scottish Government’s guidance on supporting transgender young people in schools.

What are the impacts of GBV?

GBV can have wide-ranging impacts on children and young people’s health and wellbeing. These impacts may include, but are not limited to, low self-esteem, depression and anxiety, mental ill health, trauma, Post Traumatic Stress Disorder (PTSD), unintended pregnancy, or sexually transmitted infection. As a result of children and young people’s mental wellbeing being affected, their absence from school may increase, they may have difficulty focussing, and may disengage from learning.

Research from the 2023 Girlguiding annual Girls’ Attitudes Survey showed that 69% of girls aged 11–16 reported that boys at their school had made comments about girls and women that they regarded as toxic, with the same percentage of 17–21 year olds reporting comments that made them uncomfortable. 44% of young women aged 17–24 reported these comments made by boys at their school made them fear for their safety. This could have a material impact on their wellbeing, and their learning outcomes.

GBV is often traumatic. It is important that when any member of school staff becomes aware of any concerns about GBV, that appropriate trauma-informed, nurture and relationship-based support is provided for all those involved, in line with GIRFEC (see Applying trauma-informed practice). The assessment of needs under the GIRFEC approach applies equally to any child or young person displaying harmful or inappropriate behaviour.

Ethos and cultures in schools that do not challenge GBV also impact boys and young men. Harmful gender stereotypes and norms focused on masculinity, along with an absence of support for emotional expression can result in poor mental health for boys and young men, and can impact learning outcomes, for example where it is perceived that “doing well” in school is “uncool.”

“We need to be educating boys on ‘lad culture’ and the connotations it has to abuse… we have never talked about systemic problems, or toxic masculinity...” The Rise Report: supporting young women facing abuse in their intimate relationships, page 26.

What are the barriers to disclosing GBV?

Education authorities and schools should be mindful that incidents are likely to have occurred which have not been reported by children and young people.

There are a range of barriers or reasons why children and young people may not raise concerns about GBV. These can include:

• Feeling that they won’t be believed or that no action will be taken
• Feeling that the issue they are concerned about is commonplace so ‘there’s no point’ in raising it
• Poor previous experiences of seeking help
• Fear of how peers will react if it becomes known that they have reported an incident; concern about ‘telling on’ others
• Fear of being subject to more violence or repercussions from the person carrying out the GBV
• Worrying that there will be damage to their reputation, for example through sexual rumours being circulated about them
• Worrying that what happens next will be out of their control
• Concerns about disclosing personal information such as sexual orientation or gender identity which may be relevant to the abuse/violence
• Concern that intersectional experiences may not be fully recognised or responded to, for example, racism and sexual orientation
• Feeling that they might be blamed
• Feeling embarrassment and shame when talking to someone about sex; fear of being embarrassed if school staff respond in front of other pupils
• Concern that police will become involved or will come to school
• Concern about how their parents/carers will respond if the school shares information
• If the person carrying out GBV is a family member, or a sibling or family member attends the same school, children or young people may be fearful of what will happen if they disclose information.

“Victim-blaming happens a lot in schools.” Quote from young people’s group in Stirling

“I was sexually harassed by a boy at my school. It makes me cry every time I talk about it. I’ve had meetings with the school and they told me they can’t do anything because there is no evidence of it happening. I have to see him every single day at school and it makes me so angry. I hate feeling like this. I just want to move on but I can’t.” (Girl, 17, Childline)