Creative and participatory methods for bolstering violence prevention in schools in South East Europe through shifting social and gender norms
Bibliographic record
Abstract
Children have the right to be free from violence in schools, yet violence in schools persists. The social and gender norms, or unwritten rules of behavior that drive our collective beliefs, attitudes, and perspectives, perpetuate both positive and harmful behavior related to violence. However, social norms are malleable. To explore this further, the Regional Research on Violence Against Children in Schools in South East Europe project, supported by Terre des hommes and the Child Protection Hub and led by the International Institute on Child Rights and Development (IICRD) sought to work with young people and their supporters in eight South and East European countries from 2019–2021 to unpack how social and gender norms impact school related gender-based violence (SRGBV) and the potential role young people play in challenging destructive social norms in Albania, Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo, Moldova, Romania, and Serbia. At the intersection of a child’s right to be safe, to be educated and to be heard, this paper looks at a creative and participatory research approaches that bring children’s experiences of violence in schools to the fore and centers their experiences. This largely qualitative study drew on participatory and creative methods to explore the incidence and type of violence that children and young people are facing in and around school in South East Europe, who is most impacted by it, the social and gender norms related to violence (including SRGBV) against children, the mechanisms and child-led actions that protect children from violence and promote wellbeing, how children and young people felt able to prevent or respond to violence (and SRGBV specifically), and the ideas they had for prevention. National academic and independent researchers were trained on the research and analysis tools that were designed by the IICRD team to ensure consistency. Two schools in each country were chosen to run 2–3 day workshops with up to 15 young people aged 13–18 years old and up to 15 adult supporters in each site. This paper outlines the findings and focuses on the cyclical nature of research and practice where one informs the other. The multi-country research design and findings offer unique insights into effective approaches to work with young people as well as the levels of violence experienced by young people and their critical insights in how to implement enhanced safety in schools. In addition, this paper emphases the process of conducting research using creative and participatory methods as this is not often discussed in detail in the literature. In order to develop research with children and young people that can effectively impact practice, we suggest it is imperative to have a relational approach embedded in research that provides training for adults to ensure they are equipped to do this sensitive work.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.060 | 0.018 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.010 | 0.013 |
| Scholarly communication | 0.006 | 0.004 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".