Exploring Students’ Experiences of Gender-Based Violence: Reporting and Response Pathways in Ilala Municipality Secondary Schools, Dar es Salaam

Abstract

This study explores students’ experiences of gender-based violence (GBV) and examines reporting and response pathways in Tanzanian secondary schools using a Human Rights-Based Approach (HRBA). GBV threatens students’ safety, wellbeing and educational attainment, yet many incidents remain unreported despite existing policies and reporting structures. Using a qualitative design, data were collected from 35 participants: 30 students involved in three focus group discussions and five teachers who participated in semi-structured interviews. Participants were purposively selected, and data collection continued until thematic saturation was reached. Data were analysed thematically. Findings show that GBV is gendered and often normalised, particularly among girls, because of power imbalances, fear and social stigma. Students mainly disclosed incidents informally to peers. Formal reporting was discouraged by concerns about confidentiality, victim-blaming and unequal institutional responses. From an HRBA perspective, the findings reveal a gap between students’ entitlements as rights-holders and schools’ obligations as duty-bearers, particularly regarding accountability, non-discrimination and access to effective remedies. The study highlights the need for rights-based, student-centred reporting and response mechanisms that protect students, build trust and improve access to justice within secondary school environments. Schools should also strengthen confidential reporting channels and ensure timely, fair and supportive responses to all reported GBV incidents

Issue Section: Social Sciences