Preventing School-Related Gender-Based Violence (VBGMS) and Promoting Girls' Retention

Rationale

Senegal has a dedicated national teacher-training module on school-related gender-based violence and a harmonized UNGEI/UNESCO manual that the Ministry of National Education has adopted for pre-service and in-service use. The CAVE child-protection architecture, attached to every school's Comite de Gestion d'Ecole, provides the operational channel for reporting and referral of VBGMS cases. Yet enforcement of the corporal-punishment ban remains weak, and the OHCHR 2024 dialogue noted persistent gaps in protection for girls, including sexual harassment, early marriage, and pregnancy-related dropout. This course equips teachers with the legal knowledge, reporting skills, and classroom strategies to prevent VBGMS, support survivors, and retain girls in school. It maps directly to the national VBGMS module, the CAVE/CDPE framework, and the professional-ethics obligations of the Statut general de la Fonction publique.

Part I: Foundations (Lessons 1-4)

Lesson 1. Defining VBGMS

This lesson establishes the precise definition of school-related gender-based violence as used in Senegal's national teacher-training module. Participants examine the four main categories: physical, verbal, psychological, and sexual violence that occurs in and around school premises, on the journey to and from school, and in digital spaces connected to school life. The lesson distinguishes VBGMS from general school violence by foregrounding the gender dimension: acts that target a person because of their sex or gender identity, or that disproportionately affect one gender. Participants analyze case vignettes drawn from Senegalese contexts, including harassment in mixed classrooms, gender-based insults in the schoolyard, and coercion by peers or adults. The lesson emphasizes that VBGMS includes both adult-to-student and student-to-student acts. By the end of the lesson, participants can identify VBGMS incidents, classify them by type, and explain why gender-based violence requires a distinct prevention framework.

Lesson 2. The Scale and Cost in Senegal

This lesson presents the documented prevalence of VBGMS in Senegal and its measurable impact on girls' educational outcomes. Participants review data from national surveys and UNGEI research showing rates of sexual harassment, physical punishment, and psychological abuse in elementary and middle schools. The lesson examines the cost: increased dropout rates, lower academic achievement, higher absenteeism, and long-term psychological harm. Special attention is given to the intersection of VBGMS with early marriage and pregnancy, which together account for a significant proportion of girls' non-completion. Participants discuss why official data likely undercounts incidents due to underreporting and stigma. The lesson also covers the economic cost to families and the nation when girls leave school prematurely. By the end of the lesson, participants can cite the main prevalence findings, explain the multiple costs of VBGMS, and articulate why prevention is a national priority.

Lesson 3. Gender, Power, and the Teacher-Student Relationship

This lesson examines the power dynamics inherent in the teacher-student relationship and how these can be exploited to perpetrate or enable VBGMS. Participants analyze the structural factors that create vulnerability: age difference, authority gradient, dependency for grades, and cultural norms that discourage student voice. The lesson introduces the concept of professional boundaries and explores scenarios where well-intentioned interactions cross into inappropriate territory, including private tutoring, physical contact, and personal communication. Participants reflect on their own positioning as authority figures and discuss how gender norms in Senegalese society shape expectations of teachers and students. The lesson draws on the Statut general de la Fonction publique's deontological obligations and the VBGMS module's code-of-conduct framework. By the end of the lesson, participants can identify boundary violations, explain how power asymmetry enables VBGMS, and commit to maintaining professional distance.

Lesson 4. Recognizing Sexual Harassment and Exploitation

This lesson builds the specific recognition skills for sexual harassment and exploitation, the most underreported forms of VBGMS. Participants learn the indicators of grooming behavior, including preferential treatment, gift-giving, private meetings, and sexualized comments. The lesson distinguishes between peer harassment and adult exploitation, and covers transactional abuse where grades, money, or favors are exchanged for sexual acts. Participants practice identifying warning signs in written scenarios and video vignettes, paying attention to changes in student behavior, unexplained gifts, and reluctance to be alone with certain adults. The lesson also addresses the particular vulnerability of girls in daaras and franco-arabe schools, where the talibe system creates additional risks. By the end of the lesson, participants can recognize the early signs of grooming and exploitation, distinguish between different forms of sexual VBGMS, and understand their duty to act on suspicions.

Part II: Core Practice (Lessons 5-10)

Lesson 5. The Teacher Code of Conduct on Gender

This lesson presents the specific professional conduct standards that govern teacher behavior regarding gender and sexual boundaries. Participants examine the prohibited conduct listed in the VBGMS module and the Statut general de la Fonction publique, including sexual relationships with students, gender-based discrimination, and failure to report known abuse. The lesson covers the disciplinary consequences for violations, ranging from administrative sanctions to criminal prosecution. Participants discuss ambiguous situations and apply the code to determine the correct professional response. The lesson also addresses the positive obligations: modeling respectful gender relations, challenging sexist language, and creating a classroom culture where all students feel safe. By the end of the lesson, participants can state the key prohibited and required behaviors, apply the code to real-world scenarios, and explain the consequences of non-compliance.

Lesson 6. Early and Forced Marriage and Pregnancy

This lesson addresses two of the most common VBGMS-related causes of girls' dropout in Senegal: early and forced marriage, and pregnancy. Participants learn the legal framework, including the minimum age of marriage and the state's obligation to protect girls from early unions. The lesson covers the teacher's role in recognizing risk indicators, such as sudden withdrawal from school, parental pressure, and discussions of marriage plans. Participants practice supportive conversations with at-risk girls and learn how to connect them with the CAVE cell and CDPE for protection. The lesson also addresses the right of pregnant girls and young mothers to continue their education, including the ministry's policy on re-entry after childbirth. Participants discuss practical accommodations, such as flexible schedules and breastfeeding breaks. By the end of the lesson, participants can identify girls at risk of early marriage or pregnancy dropout, initiate appropriate support and referral, and facilitate continued schooling.

Lesson 7. Reporting VBGMS through CAVE and CDPE

This lesson provides step-by-step training on the reporting pathway for VBGMS cases within Senegal's child-protection architecture. Participants learn the signalement (reporting) procedure: how to document an incident or suspicion, to whom to report within the school (the CAVE cell coordinator), and the timeline for action. The lesson covers the referencement (referral) pathway from the school to the Comite Departemental de Protection de l'Enfant, including the required documentation and the roles of social workers, medical personnel, and justice officials. Participants practice completing a reporting form and tracing a case through the system. The lesson emphasizes the teacher's mandatory reporting duty and the protection from retaliation for good-faith reporters. By the end of the lesson, participants can execute the signalement procedure, complete referral documentation, and explain the full pathway from classroom to CDPE.

Lesson 8. Survivor-Centered Response

This lesson trains participants in the principles and practices of responding to a VBGMS disclosure or discovery in a way that prioritizes the survivor's safety, dignity, and well-being. Participants learn the core principles: believe the child, do not blame, ensure safety, maintain confidentiality, and respect the survivor's choices. The lesson covers the do's and don'ts of receiving a disclosure, including active listening, avoiding leading questions, and not promising secrecy. Participants practice responding to simulated disclosures with appropriate language and actions. The lesson also addresses the teacher's emotional response and self-care when dealing with traumatic material. By the end of the lesson, participants can receive a VBGMS disclosure in a survivor-centered manner, avoid common re-traumatizing responses, and explain the rationale for each principle.

Lesson 9. Working with Medical, Social, and Justice Referral Points

This lesson maps the multi-sector referral network that supports VBGMS survivors in Senegal and trains participants to coordinate effectively with each sector. Participants learn the roles of health facilities (medical examination, treatment, forensic evidence), social services (psychosocial support, family intervention, shelter), and justice actors (police, gendarmerie, courts, child protection judges). The lesson covers the specific referral protocols for different types of VBGMS, including sexual assault, physical injury, and psychological harm. Participants practice identifying the appropriate referral point for a given case and completing the referral form. The lesson also addresses barriers to referral, such as distance, cost, and stigma, and strategies to overcome them. By the end of the lesson, participants can identify the correct referral point for each VBGMS type, complete referral documentation, and coordinate with multi-sector partners.

Lesson 10. Menstrual Health and School Infrastructure

This lesson addresses the often-overlooked connection between menstrual health, school infrastructure, and girls' retention. Participants learn how inadequate water, sanitation, and hygiene (WASH) facilities, lack of private changing spaces, and absence of menstrual products contribute to absenteeism and dropout, particularly during menstruation. The lesson covers the teacher's role in advocating for improved facilities, creating a supportive classroom environment, and providing accurate information about menstrual health. Participants discuss practical solutions, including establishing a menstrual hygiene kit program, scheduling breaks that accommodate girls' needs, and training male teachers to be allies rather than sources of stigma. The lesson also addresses the link between menstrual shame and vulnerability to harassment. By the end of the lesson, participants can identify infrastructure barriers to girls' attendance, implement low-cost solutions, and create a classroom culture that destigmatizes menstruation.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Bystander and Peer-to-Peer Violence

This lesson addresses the role of bystanders and peer dynamics in VBGMS, including student-on-student gender-based harassment, bullying, and violence. Participants learn the bystander intervention model: notice the event, interpret it as a problem, assume responsibility, decide how to help, and act. The lesson covers strategies for empowering students to intervene safely, including direct intervention, distraction, delegation, and reporting. Participants practice facilitating classroom discussions about peer VBGMS and teaching students the bystander intervention steps. The lesson also addresses the teacher's role in addressing homophobic and transphobic bullying, which falls under gender-based violence. By the end of the lesson, participants can teach bystander intervention skills to students, address peer VBGMS in the classroom, and create a peer culture that rejects violence.

Lesson 12. Engaging Boys and Male Teachers as Allies

This lesson trains participants in positive-masculinity approaches that engage boys and male teachers as active partners in preventing VBGMS. Participants examine how rigid gender norms harm boys as well as girls, and how challenging these norms benefits everyone. The lesson presents evidence-based programs from Senegal and the region that have successfully engaged men and boys in gender equality, including classroom discussion groups, role-modeling by male teachers, and community campaigns. Participants practice facilitating conversations with boys about respect, consent, and healthy relationships. The lesson also addresses the specific role of male teachers in modeling non-violent, respectful behavior and in intervening when they witness sexist or violent conduct by colleagues. By the end of the lesson, participants can design and lead activities that engage boys as allies, facilitate discussions about masculinity, and model positive gender relations.

Lesson 13. Working with Parents, CGE, and Community

This lesson trains participants to mobilize the broader school community, including parents, the Comite de Gestion d'Ecole, and community leaders, in preventing and responding to VBGMS. Participants learn strategies for raising awareness about VBGMS among parents, including parent meetings, information sessions, and home visits. The lesson covers the CGE's governance role in school safety and how to ensure VBGMS prevention is on the committee's agenda. Participants practice facilitating a community dialogue about sensitive topics such as early marriage, corporal punishment, and sexual harassment. The lesson also addresses working with religious and traditional leaders who can influence community norms. By the end of the lesson, participants can engage parents and the CGE in VBGMS prevention, facilitate community dialogues, and build partnerships with community leaders.

Lesson 14. Monitoring, Data, and Accountability

This lesson trains participants in the systematic monitoring of VBGMS incidents and the use of data to improve prevention and response. Participants learn the key indicators to track, including number of incidents by type, reporting rates, referral completion, and survivor outcomes. The lesson covers the importance of disaggregating data by sex, age, and school type to identify patterns and gaps. Participants practice using a simple incident-tracking tool and analyzing data to identify trends. The lesson also addresses accountability: how to use monitoring data to hold the school, the CAVE cell, and the CDPE accountable for timely and effective response. By the end of the lesson, participants can maintain a confidential incident log, analyze data for patterns, and use findings to advocate for improved prevention and response.

Lesson 15. A School VBGMS-Prevention Action Plan

This culminating lesson guides participants through the process of drafting a comprehensive VBGMS-prevention and response protocol for their own school. Participants work individually or in school teams to assess their school's current strengths and gaps, drawing on all previous lessons. The action plan template covers: prevention activities (classroom lessons, staff training, awareness campaigns), reporting and referral procedures (signalement and referencement pathways), survivor support protocols, monitoring and accountability mechanisms, and a timeline for implementation. Participants present their draft plans to peers for feedback and revision. The lesson concludes with a commitment to present the plan to the school director and CGE for adoption. By the end of the lesson, participants can produce a complete, context-specific VBGMS-prevention action plan ready for school-level adoption.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.