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Reducing Physical Violence Toward Primary School Students With Disabilities.

Karen Devries1, Hannah Kuper1, Louise Knight1

  • 1London School of Hygiene and Tropical Medicine, London, United Kingdom.

The Journal of Adolescent Health : Official Publication of the Society for Adolescent Medicine
|December 9, 2017
PubMed
Summary

The Good School Toolkit effectively reduced peer and staff violence against students in Ugandan primary schools. This intervention showed significant reductions in physical violence for students with and without disabilities.

Keywords:
AdolescentsChildrenDisabilitiesPhysical abuseSchool-based interventionsUgandaViolence

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Area of Science:

  • Child development and education
  • Public health interventions
  • Disability studies

Background:

  • Physical violence in schools is a significant concern, particularly for vulnerable student populations.
  • Existing interventions often lack evidence of effectiveness, especially in low-resource settings.
  • Understanding the impact of school-based programs on student safety is crucial for policy and practice.

Purpose of the Study:

  • To evaluate the effectiveness of the Good School Toolkit in reducing physical violence.
  • To assess the impact of the intervention on students with and without disabilities in Ugandan primary schools.
  • To determine if the toolkit reduces violence perpetrated by peers and school staff.

Main Methods:

  • A cluster randomized controlled trial was conducted in 42 Ugandan primary schools.
  • The study involved 18 months of intervention with the Good School Toolkit versus a waitlisted control group.
  • Student self-reports using a validated screening tool measured past-week physical violence; disability was assessed using the Washington Group Short Set.

Main Results:

  • The Good School Toolkit significantly reduced physical violence from school staff for students with no functional difficulties, some difficulties, and disabilities.
  • Prevalence of violence from school staff decreased in intervention schools compared to control schools across all disability groups.
  • The intervention also reduced peer violence among young adolescents, with no significant difference in effect based on disability status.

Conclusions:

  • The Good School Toolkit is an effective intervention for reducing violence against young adolescents in primary schools.
  • The toolkit demonstrates particular efficacy in reducing violence perpetrated by both peers and school staff towards students with disabilities.
  • Findings support the implementation of the Good School Toolkit to enhance school safety and protect students in similar settings.