Table 13: Modes of communication by age group

ACTIVITY 1: FACTORS CONTRIBUTING TO SRGBV (45 MINUTES)

1) Divide the participants in four groups or online breakout rooms. Each group will discuss one form of SRGBV in the following: The classroom; extracurricular activities; school compound and on the way to and from school.

2) Ask participants to present their group work and ask other groups to add their contributions. Some of the violence mentioned from the different groups will be the same. Clarify on each type of violence mentioned using the support notes for the facilitator.

3) Ask the others to briefly discuss what could have caused the violence and how it could have been prevented.

WRAP UP: Note that SRGBV can occur on the way to and from school, in the community on within the school environment and it can affect any age group. That is why it is important to keep identifying issues of SRGBV on a regular basis and across all age groups.

ACTIVITY 2: IDENTIFYING BEHAVIOR CHALLENGES (20 MINUTES)

1. Write the words “Behavior Challenges” on chalkboard, flipchart, slide or online whiteboard. 2. Tell participants to write down the five most common behavior challenges they see in the classroom and their school (e.g., speaking during lessons; coming to class late; bullying and teasing in class; disrespect to teachers and peers; not having homework done). 3. Ask participants to share their lists.

4. Write the behavior challenges on chalkboard, flipchart, slide or online white board as participants mention them. If a behavior challenge is repeated, put a tick next to it. 5. After everyone has shared, list the five most common behavior challenges participants encounter in their classroom or school.

ACTIVITY 3: IDENTIFYING AND RESPONDING TO BEHAVIOR CHALLENGES (40 MINUTES)

1. Divide the participants into small groups or online breakout rooms of three to five people. 2. Give each group one of the behavior challenges along with the behaviour challenge chart (Table 10).

3. Tell participants to think back to when they were in primary school. Keeping in mind the behavior challenge they were given, ask the following questions and let them write their responses on the chart:

• How did your teacher respond to this behavior challenge? • Why do you think your teacher responded this way? • How did this make you feel? • Do you think the teacher’s response was effective in the long term?

4. Have participants think about their current school and answer the following questions. The questions encourage selfexamination, a basis for change and being non-judgmental. • How do you respond to this behavior challenge?

• Why do you think you respond this way? • How do you think this makes the learner feel?

• Do you think your response is effective in the long term? 5. After participants have filled out the chart, in small groups, let them share their answers for when they were in school and now. After the discussions in small groups, all the groups should share their answers in plenary.

ACTIVITY 4: PUNISHMENT VS. DISCIPLINE (30 MINUTES)

Before moving to the next activity, ask the following questions: 1. Begin by brainstorming, using the following guiding questions: • Do boys and girls have the same behavior challenges? Give examples of challenges that differ between boys and girls in your school. • In your school, are boys and girls given the same punishments? If not, describe the punishments that boys and girls are given. • Why are boys and girls punished differently? Ask participants to think back on the gender roles that society ascribes to males and females.

• Do some of these punishments violate pupil/ students’ rights? If so, why do they happen? 2. Ask participants to define punishment and discipline.

Inform them that you are going to look at the difference between discipline and punishment so as to help correct behavior without harming learners.

3. On flipchart, slide or online white board, write the word

“Discipline” on one side and

“Punishment” on the other.

4. Have participants say what they think the differences are between discipline and punishment and write them on flipchart, slide or online white board.

5. Give further information using the definitions in Table 11.

WRAP UP:

Conclude by telling participants that discipline should always correct the behavior without targeting and humiliating the individual. Teachers are role models for learners and other teachers and should therefore always demonstrate nonviolence and respect for the rights of the learners. Disciplinary measures should also be appropriate to the behaviour being addressed.

ACTIVITY FIVE: BEHAVIOR CHALLENGES PRACTICAL EXERCISE (40 MINUTES)

1. Divide participants into 4 small groups or online breakout rooms and give each group one of the scenarios for identifying and examining behavior challenges in facilitator support notes.

Two groups will have the same scenario.

2. Tell them to identify all the positive and negative ways the challenging behavior was handled. 3. Come together as a whole group and have each group share their scenario and their positive and negative observations. 4. Discuss the following questions: • What could Ms. Abegunde have done differently? • How do you think Abeo feels and how might this affect him in the short, mid and long term?

Answers will vary, but they could include: short term- humiliated, scared, embarrassed, threatened, mad; mid-term- depressed, disinterested in Mathematics, more interested in football, seeking attention through disruptive behaviour, rude and bullying others; long term-poor parenting, intimate partner humiliation and violence.

ACTIVITY 6: POSITIVE DISCIPLINE TECHNIQUES (30 MINUTES)

1. Using the same behavioral challenges discussed earlier, and in the same small groups, ask participants to brainstorm alternative positive discipline techniques. 2. After groups have had a chance to brainstorm, have participants look at the list of positive discipline techniques in the facilitator support notes below.

Add any new techniques and put a tick by the ones participants mention that are also on the list.

3. Go through the list and give examples of each technique (when possible) and when it can be used most effectively. 4. Encourage participants to document behaviors and their responses, noting what works and what does not work. They should also look for opportunities to observe colleagues who have successful classroom management and share successes with one another.

ACTIVITY 7: CREATING CLASSROOM RULES (1 HOUR)

1. Divide participants into 3 groups or online breakout rooms and explain that it is important for them to work with learners to come up with safe class guidelines; in line with the school rules.

2. Ask each group to develop six guidelines they feel would address some of the common challenges they experience in their classrooms. 3. Ask group representatives from each group to read out their safe classroom guidelines and ask members to note which ones are similar across the groups List the ones which cut across the groups on flipchart, slide or online whiteboard.

4. Ask for any additional rules from their groups and add them to the flipchart, slide or online whiteboard.

5. Explain thatthe fewer rules the better, so they should collapse and combine rules when possible. Fewer rules are easier to remember and therefore to be followed. Also add that the language used should be clear, age-appropriate and easy to follow. 6. Discuss with the participants how they plan to enforce these rules. Emphasize that responsibility of developing and enforcing the rules should involve the whole class, not just the teacher. 7. Point out that with each rule comes a responsibility. For example, if one rule states that no one should talk when someone else is talking, then this rule implies a responsibility that learners should take turns talking or not talk when the teacher is talking. 8. Ask everyone to copy the class list of rules into their note books. Explain that these can guide them when they are developing class rules with the learners back in school.

9. In their groups, ask participants to use Table 12 and rewrite the rules as statements of rights and responsibilities; the rights in one column and the corresponding responsibility in the other column. 10.Compare “learners’” lists of corresponding responsiilities. Draw up a list that combines their ideas.

11.Make sure everyone agrees with what is on the combined list. Ask them to copy the rules, and their interpretation as rights and responsibilities into their note books. Explain that they can use them to guide a similar process in their schools.

WRAP UP:

Wrap up by emphasizing the following points: 1. Creating a safe classroom that is conducive to learning can be challenging, especially when teachers have a large number of learners. Teachers can work together with the administration, school personnel, parents and community members to ensure that everyone helps to enforce consistent and positive discipline procedures. 2. Having a well-managed classroom and good classroom management skills can cut down on discipline problems. Remind teachers of the solutions they discussed regarding behavior challenges. 3. Teachers should always use positive discipline measures and never use harmful classroom practices such as corporal punishment. 4. Developing classroom rules with the pupils and students can help teach them responsibility for their behavior and make them feel involved and a part of the safe classroom enforcement process.

LEARNING OBJECTIVES:

By the end of this session, participants will be able to: 1) Discuss the signs and symptoms of a survivor of violence.

2) Discuss the importance of identifying child survivors in school.

3) Discuss the steps to take if you suspect violence against children, adolescents and young people.

METHODS USED:

• Group discussion. • Brainstorming. • Role play.

MATERIALS NEEDED:

• Flipcharts or chalkboard • Masking tape • Markers or chalk • Sticky notes or • Manila pieces (15 by 10 centimetres). • Slides • Applications e.g. Zoom (virtual training)

PREPARATION NOTES FOR THE FACILITATORS:

1) Go through the notes as this is a sensitive topic which you need to prepare for very well.

Why is it important to identify survivors of (violence) SRGBV? • Violence is a major public health concern and a human rights violation with negative consequences resulting in a number of health issues like STIs/

HIV, unintended pregnancies, pregnancy related complications, abortions, psychosocial problems, physical injuries, disability, death among others. • Violence may result in socialeconomic problems that affect children’s health and well-being through social withdrawal, unexplained changes in behavior or personality among others. • When they are identified, teachers get to understand the underlying causes behind many conditions and provide necessary counselling and refer them to health facilities which eventually improves the health of survivors. • It helps school governing bodies, teachers, students, pupils, parents and members of the school communities to address the violence before it escalates.

• It helps save time and other resources.

• Many SRGBV (violence) survivors may never disclose the fact that they experience violence for different reasons. Thus, the need to be able to identify them. • Some children, adolescents, young people may have experienced SRGBV (violence) but at times it may have been overlooked by their teachers or parents or other duty bearers, causing them scars for life. • Early identification of violence can be a transforming and therapeutic experience as it empowers SRGBV survivors to know their rights and also help them recover.

• Teachers are uniquely placed to identify SRGBV survivors and help them find other referral services. Signs and symptoms of survivors of (violence) SRGBV You may suspect that a child, adolescent or young person has been subjected to (violence) SRGBV if she/ he has any of the following:

• Unexplained changes in behaviour or personality. • Clinging to caregivers. • Becoming withdrawn. • Becoming uncharacteristically aggressive, • Declining performances and participation in class.

• On-going emotional health issues such as stress, anxiety or depression. • Unexplained chronic pain or conditions (pelvic pain or sexual problems, gastrointestinal problems, kidney or bladder infections, headaches). • Multiple and recurring unexplained burns, bruises or black eyes, and broken bones. • Repeated health consultations with no clear diagnosis. • Harmful behaviours such as misuse of alcohol or drug or having excessive and risky sexual behaviour.

• Thoughts, plans or acts of selfharm or (attempted) suicide. • Nightmares, trouble sleeping, or fear of the dark.

• Injuries that are repeated or not well explained. • Repeated sexually transmitted infections.

• Adolescents seeking abortion/ post-abortion services. • Withdrawal from usual social activities such as playing with peers. • Bed wetting in children that had already outgrown the behaviour. • Running away or going missing. • Hyperactivity or inactivity. • Refusal to talk or to eat.

Role play

Miss Chege comes in class for her Chemistry lesson. She is a cheerful teacher and gets along well with her Chemistry class. Miss Chege moves around the class returning papers from a recent test. As she goes around, she chats and has a good word for every student. When she gets to Sarah’s desk, she realizes that Sarah has not gotten her Chemistry books and she is distant and absentminded. When she asks Sarah what the matter is, Sarah’s eyes become teary, and she says no longer wants to come to school. Miss Chege reassures Sarah and tells her that she will talk to her immediately after the lesson.

Below are examples of the type of statements and questions you can use to start asking about violence.

• “I have supported other students who did not want to come back to school. Feel free to talk to me.

The matter will be treated with confidentiality.” • “Are you aware that sometimes bad things happen at school?” • “Has anything bad happened to you at school or on the way to and from school?”

• Has anyone at home, school, community ever threatened to hurt you or physically harm you in some way? If so, when has it happened?”

• “Do you feel afraid of any person and why?” • “Has anyone at school tried to bully you or insult you?” • “Has anyone forced you into sex or forced you to have any sexual contact?”

If a learner answers “yes” to any of the questions, report immediately to the school authority and refer her for future support. More questions can be formulated around key emerging issues.

ACTIVITY 1: SIGNS AND SYMPTOMS OF VIOLENCE (1 HOUR)

1) Ask participants what signs and symptoms may make teachers or learners suspect that a child, adolescent or young person has been or is being violated. 2) Note responses on a flipchart, slide or online whiteboard.

3) Display, discuss and allow participants to ask and clarify issues. 4) Ask participants reasons why it is important to identify a child, adolescent, young person who may be subjected to violence. 5) Note their responses and have short discussions around them.

ACTIVITY TWO: IDENTIFYING A VICTIM OR SURVIVOR OF SRGBV (1 HOUR)

1) Introduce the role play on identifying a victim or survivor of SRGBV.

2) Ask a few volunteers how they feel about the role play and why. 3) In 2 groups or online breakout rooms, ask participants to act out the role play showing how they would support Sarah. 4) Each group acts out the role play. 5) Have a discussion and note some of the exemplary statements and questions during the role play. WRAP UP: Thank participants and formally close the unit by asking a few participants for any key lessons learned and ask them to note them down in their notebooks as KEY LESSONS- UNIT FIVE. Ask them to add three ways they can use or apply what they have just learned and circle the one thing they plan to do first. PERSONAL REFLECTION: Remember, identifying SRGBV survivors in school settings may be challenging as some may present with no obvious signs and symptoms. Some learners may not tell you about the violence due to shame or fear of being judged or fear of their teachers, parents’/guardian’s reactions and actions. Such survivors may be under threat from the perpetrators not to disclose incidences of violence.

It is therefore important that while dealing with children, adolescents and young people; efforts should be made to look out for children, adolescents, young people, who maybe experiencing any form of violence.