AfriChild Centre

Almost no evidence exists on effectively delivering school violence prevention interventions at scale. The Good School Toolkit (GST), developed by Uganda-based non-governmental organisation (NGO) Raising Voices, is an effective whole-school violence prevention intervention when delivered by NGO staff. This study aimed to determine whether GST, delivered via a scalable delivery model using Regional Resource Persons (RRPs), is effective in changing teachers’ attitudes towards violence and improving perceptions of school operational culture.A pre–post study was conducted in 95 schools across Uganda, randomly selected from 1000 schools implementing GST via RRPs. All schools had the opportunity to implement GST. Teachers participated in cross-sectional baseline (February–April 2022) and endline (September–October 2023) surveys. Primary outcomes were acceptance of physical discipline and markers of school operational culture. We fitted mixed-effects linear regression models to examine changes in outcomes over time and influence of GST exposure.Analyses showed that each unit increase in GST exposure was associated with an increase of 0.59 (95% CI 0.49 to 0.69, p<0.001) in teachers’ perception of school operational culture, and 0.12 (95% CI 0.09 to 0.14, p<0.001) in perceptions of staff and student involvement in school operations. Although mean acceptance of physical discipline increased over time (β=0.51, 95% CI 0.27 to 0.76, p<0.001)—likely attributable to changes in schools post-COVID-19—each unit increase in GST exposure corresponded to an attenuation in acceptance by 0.06 (95% CI −0.12 to 0.00, p=0.046). Teachers reporting higher exposure to GST were also less likely to report using past year physical violence (OR=0.92, 95% CI 0.89 to 0.96, p<0.001).This study is the first in the Global South to evaluate a new delivery model for implementing an evidence-based violence prevention intervention at scale. GST delivered via RRPs mitigated an increased acceptance of physical discipline and was associated with improvements in school operational culture and reduced teacher physical violence, highlighting the promise of the RRP delivery model for implementing GST.

Background: Violence against children (VAC) in Uganda is recognized as an urgent dilemma; however, most research has been quantitatively oriented and has seldom involved children in the research process. Objective: We discuss what we learned about child participation in the research process as a means of informing ethical praxis in future child- and youth-led research initiatives. As an overarching aim of this paper, we utilize our engagement with YPAR as a springboard to reflect on methodological best practices for VAC research that involve children themselves as part of a movement to democratize the research process. Participants and Setting: The study includes street-connected children (40), sexually exploited children (19) and domestic workers (34) in Kampala. Methods: The YPAR team led participant observation, 52 semi-structured life history interviews, 31 auto-photographic exercises, and 4 focus groups. All data collection, analysis and dissemination activities were led by the YPAR team including four Ugandan street-connected youth between the ages of 16–25 and two Ugandan university-trained youth researchers. Results: The results are framed as a methodological reflection regarding the complexities and transformative potential of including children as researchers in the framework of YPAR. Conclusions: We urge scholars to create spaces for sustainable YPAR movements, both in academic and policy arenas, and to design participatory initiatives that prioritize knowledge produced by and for the improvement of children’s lives globally. We encourage challenging traditional, extractive research practices through participatory approaches that carve out spaces for child participation in research.