WCW Blog

The Women Change Worlds blog of the Wellesley Centers for Women (WCW) encourages WCW scholars and colleagues to respond to current news and events; disseminate research findings, expertise, and commentary; and both pose and answer questions about issues that put women's perspectives and concerns at the center of the discussion.

On International Women’s Day: How Do We Get Girls in School Safely?

Global Partnership for EducationOn International Women’s Day: How Do We Get Girls in School Safely?

This blog post originally appeared in the Education for All Blog of the Global Partnership for Education; by Nora Fyles, Head of the UNGEI Secretariat

Earlier this year, I read an interview with a secondary school girl about her experiences commuting to school in rural Uganda. Her message has stayed with me, as an example of the “everyday” reality of violence in girls’ lives.

Interviewer: What is the biggest problem or difficulty that you have in your life right now?

Student: The biggest problem--is these men who disturb us--begging for sex when walking to school.

Around the world today, International Women’s Day, attention is focused on the issue of violence against women and girls, the theme of the 57th Commission on the Status of Women. For millions of girls worldwide, violence is more than the “topic of the day,” it is part of their everyday reality. Girls face violence and discrimination due to their sex and age, in many contexts, including on the way to school, in the school yard, and in the classroom.

There is no doubt that gender-based violence is a major and critical barrier threatening the education of girls in many countries of the world, with far reaching consequences: poor performance, irregular attendance, dropout, truancy and low self-esteem not to mention physical harm and pregnancy. In a consultation jointly hosted by UNGEIUNICEF and the Ethiopia Ministry of Education, participants reported on issues faced by girls. One country representative reported that, “Girls at secondary education levels increasingly face sexual violence including forced marriage, abduction and sexual exploitation, taking advantage of the fact that girls have limited financial and material means.”

Surprisingly, given the impact of violence, school-related gender-based violence is often unremarked upon and taken for granted. Thus, one of the biggest challenges is to recognize that social norms prevent girls from attending school in a safe environment, and to place girls’ education within the broader discourse of women’s rights.

Focus on Girls in GPE’s Strategic Plan

The Global Partnership for Education (GPE) has drawn up a Strategic Plan for 2012-2015 which provides an opening for dialogue and action by focusing on girls’ access to and achievement through school, including schools as safe spaces for girls. The GPE Plan identifies five thematic priorities, including one relating to girls, which states: “All girls in GPE endorsed countries successfully complete primary school and go to secondary school in a safe, supportive learning environment.

For UNGEI, this is a transformative statement which:

  1. Recommits the Partnership to an agenda of equity and rights;
  2. Defines quality education as a safe and supportive environment for learning, and recognizes the potential (and the reality) of the opposite: violence, including gender-based violence; and
  3. Puts forward a new vision of education that includes adolescent girls and their social context.

GPE proposes a holistic approach, with a focus on gender responsive education sector plans, strategies to ensure school safety and supportive learning for girls, including female teachers, the collection of evidence and sharing of good practice, and the tracking of enrolment, progress and learning of primary and lower secondary girls.

It is this country-led and holistic approach to ensure that schools are safe and supportive spaces that will allow girls to become advocates for their own rights.

Plan International Report: Education Reduces Violence against Women

We know that education can serve a protective role for girls and young women by making them aware of and confident to exercise their rights. A recent report by Plan International indicates that women who are educated to secondary level or higher are less likely than their non-educated or primary-educated counterparts to experience violence, and men who are educated to secondary level or higher are less likely than their non-educated or primary-educated counterparts to perpetuate violence.

Education can be empowering, providing space for girls to speak on their own and with their own voices, now and in the future. Preventing and eliminating violence against girls in and around schools is an effective strategy in advancing the status of women in society. UNGEI is pleased to join GPE in celebrating International Women’s Day. Our partnership is ensuring that all girls successfully complete primary school and go to secondary school in a safe, supportive learning environment.

 

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Helping Children Deal with Traumatic Events

holdinghandsHelping Children Deal with Traumatic Events

A message from Open Circle, the elementary school social emotional learning (SEL) program at the Wellesley Centers for Women:

"In light of the recent shootings in Newtown, Connecticut, we are writing to share some resources that school communities might find helpful at this time. This tragedy touches all of us, both near and far, regardless of whether we are educators, parents or students. Open Circle would like to offer its assistance during this difficult time by helping schools support students who, understandably, may have questions or concerns in response to this tragic event.

"Children may need reassurance that their classroom and school are safe places for them. It is important to recognize the needs of individual children who might have a harder time coping with this event than others. Often children who are blogpullquoteHelpingChildrenprone to anxious feelings or those with their own trauma history can be triggered by another traumatic event, even if it did not directly happen to them. In addition to the positive, supportive classroom climate and the social and emotional learning tools that Open Circle provides, some students may need additional time with a school psychologist or guidance counselor to help them manage their fears.

"It is also critical that adults get the support they need to help students with their questions and feelings about this tragic event. Modeling how to stay calm and knowing when to ask for help yourself will help reassure students of their safety and remind them that the adults in school will be there to take care of them.

"During difficult times, safety, consistency and predictability are critical to helping children maintain a sense of stability and psychological comfort. Open Circle provides a classroom routine and climate that is safe, consistent and predictable. Continuing to do Open Circle, as usual, is very important. Revisiting and applying the following skills and concepts may be one way to help students and adults as they deal with this traumatic event.

"Calming Down ...
Understanding Feelings ...
Speaking Up ...
Listening Skills ...

"Additional Resources
We recommend the following additional resources from the National Association of School Psychologists and the U.S. Substance Abuse and Mental Health Services Administration:

  • A National Tragedy: Helping Children Cope
  • Talking to Children About Violence: Tips for Parents and Teachers--English
  • Talking to Children About Violence: Tips for Parents and Teachers--Korean
  • Talking to Children About Violence: Tips for Parents and Teachers--Spanish
  • Coping with Violence and Traumatic Events: Tips for Talking with Children (by age group, in multiple languages)
  • Coping with Crisis--Helping Children With Special Needs
  • Tips for School Administrators for Reinforcing School Safety"
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    Open Circle is a universal social emotional learning (SEL) program focused on two goals: strengthening students' SEL skills related to recognizing and managing emotions, developing care and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively; and fostering safe, caring and highly-engaging classroom and school communities.

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