School Based Violence Assessment Report

Using School Violence Index

Name of School: Fitche No 2 Secondary School (Abiyot Fire Secondary School)

_______________________________________________
Address: Fitche Town, North Showa Zone

Assessment No: 1

Participants:

1. Administrative Staff (PTA members and principal = 4; 3M + 1F

2. Teachers = 3; 2M + 1F
3. Students = 4; 2M + 2F

Facilitators:

1. Mulugeta Bekele, Principla of Dagam Secondary School

2. Gemechu Bekele; Program Manager, Shalom Humanitarian Development
Association

About the School

 Established in 2006EC.
 It is a Government School.
 The school has students from grades 9 to10.
 Its current enrollment is 603 students.
 Has a total of 32 teachers.

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 1. Introduction
School Violence is youth violence that occurs on school property, on the way to or from school or
school sponsored events, or during a school sponsored event. A young person can be a victim, a
perpetrator, or a witness of school violence. School Violence may also involve or impact adult.
Parents, teachers, and administrators expect schools to be safe havens of learning. Acts of violence
disrupt the teaching-learning process and have a negative effect on students, the school itself, and
the broader community. In most cases, the school administrators do not have any understanding on
the extent of violence level of their schools.

2. Assessment Objectives
The basic objective of the School Violence Index is to assess the level of school violence within the
secondary schools targeted in the “Safe School Project” of the “Making Change Happen” Program, run by
Initiative Africa (IA), to help develop violence free school environment. IA is persuaded that measureable
decreases in violent and non-violent incidents in schools can be achieved through an assessment tool that
enables the schools to make a rapid appraisal (a quick ‘health check’) which can identify the problem areas
and the extent.

The assessment is primarily done to:

 Build understanding of the complex issues involved in school violence reduction
 Determine strength and weakness of the school regarding addressing school violence
 Recommend ways to improve the effectiveness of the violence reduction programs in the
form of action plan

3. Assessment Scope

The assessment covers the following four dimensions on the target school:
Dimension 1: School Violence Prevention & Reduction Program:
Dimension 2: School Physical Security Improvement:
Dimension 3: School Policies & Rules to Combat Violence:
Dimension 4: Handling School Violence Incidences:
The indicators are given a score, minimum 0 and maximum 4, according to the level of agreement which
refers to the degree to which the indicator is applicable to or practice within the school, translated into the
level of agreement with the indicator.

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 Level of agreement Description: This indicator is…
None/not applicable …not applied in our school
Disagree …hardly applied in our school
Tend to disagree …sometimes applied in our school and occasionally put into
practice
Tend to agree …applied in our school and most of the time put into practice
Agree …very much applied to our school and always put into
practice

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4. Major Issues Raised During the Discussion
Dimension 1: School Violence Prevention & Reduction Programs
Key points raised
Indicators Students Teachers Principals &
admin
1.1 School leadership leads violence Not that Not that much Once in a year
prevention programs Much
1.2 The school has periodic training There is none We haven’t seen We haven’t
sessions on violence prevention planned
1.3 Teachers are aware of their code of They are We are They are
conduct
1.4 Students have sufficient perception No Not much Not much
of violence & its types
1.5 There are discussions about No discussion No discussion No discussion
violence issues among school
community members
1.6 There are activities that maintain Yes Yes Yes
positive relationships among all
school members
1.7 Special programs on violence No No No
prevention, health, safety and
security are in place for students
1.8 Local law enforcement bodies are No Not much Not much
involved in the violence prevention
education
1.9 Parents are involved in the No No Not much
violence prevention education
1.10 Resources have been allocated to No No Not much
support and sustain school’s
violence prevention programs

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 Dimension 2: School Physical Security Improvement
Key points raised
Indicators
Students Teachers Principals & admin
2.1 The school has a supervised fencing No No No
2.2 All exterior entrances are monitored No No No
not to allow intruders
2.3 Restrooms are separate for boys & No No No
girls in different direction
2.4 The school monitors the use of the yes Yes Yes
school compound during
afterschool programs
2.5 The school maintains a smoke-free Yes Yes Yes
environment
2.6 Restricted areas within the school Yes Yes Yes
are properly identified and secured
2.7 Plantings in the school allow visual Yes Yes Yes
surveillance and are not hiding
places
2.8 The school surrounding has no Yes Yes Yes
activities that divert students’
attention
2.9 The local law enforcement patrols Not much Not much Not much
and assures the safety of the school
surrounding
2.10 Students (especially girls) are safe Yes Yes Yes
on the way to and from the school

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 Dimension 3: School Policies & Rules to Combat Violence
Key points raised
Indicators Students Teachers Principals &
admin
3.1 The school plan defines violence No We are not sure It didn’t
behavior/act
3.2 The school uses school guideline to No Problem in We follow schools’
alleviate disciplinary problems implementation regulations
3.3 The school is committed to apply Yes Yes Yes
basic regulations
3.4 The school involves the whole To some extent To some extent To some extent
school community in its violence
prevention program
3.5 The school periodically evaluates No Not Much Not Much
its violence status
3.6 The school uses regulation to We are not sure Yes Yes
promotes teachers’ code of conduct
3.7 The school uses an up to date We are not sure Yes Yes
discipline guideline
3.8 The school adopted the code of We are not sure Yes Yes
conduct developed by the Ministry
of Education

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 Dimension 4: Handling School Violence Incidences
Key points raised
Indicators
Students Teachers Principals
4.1 Students know how to report school No To some extent Yes
based violence
4.2 School based violence are usually Not all types Only some Only some
reported to the school
4.3 Perpetuators often identified Yes Yes Yes
4.4 Causes of the violence incidences are Not most of it Most of it Most of it
known
4.5 The school has provided specific support There is no Not much we Not much
for students who are victimized such support aware that

4.6 The school has provided specific support There is no Not much Not much
for students who are perpetrators such support

4.7 The school often applied the code of No Sometimes Always

conduct
4.8 The school has a violence recording We don’t We are not sure Yes
system that differentiates the type of know
violence
4.9 The school involved parents in treating Sometimes Sometimes sometimes
victims of school violence
4.10 The school community is involved in We are not sometimes sometimes
helping victims of school violence to sure
recover
4.11 The school distinguished the type of No Yes Yes
violence incidents to be reported to local
law enforcement bodies
4.12 Incidents happened were used as No Yes Yes
springboard for prevention of violence

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 5. Data analysis and Interpretation
Dimension 1: School Violence Prevention & Reduction Programs
Respondents average response
Indicators
Students Teachers Admin Parents
1.1 School leadership leads violence 2 3 3 4
prevention programs
1.2 The school has periodic training 2 2 3 3
sessions on violence prevention
1.3 Teachers are aware of their code of 3 3 3 4
conduct
1.4 Students have sufficient perception 1 2 2 2
of violence & its types
1.5 There are discussions about 1 3 3 2
violence issues among school
community members
1.6 There are activities that maintain 1 2 1 3
positive relationships among all
school members
1.7 Special programs on violence 2 2 2 2
prevention, health, safety and
security are in place for students
1.8 Local law enforcement bodies are 2 1 3 2
involved in the violence prevention
education
1.9 Parents are involved in the violence 2 1 2 3
prevention education
1.10 Resources have been allocated to 0 0 1 1
support and sustain school’s
violence prevention programs
Average 1.6 (40%) 1.9(63.3%) 2.3(57.5%) 2.6(65%)

Average response: Student-40, Teachers-47.5, Admin-57.5 and parents-65

5.1 Ratings and analysis

The students’ response assessment on ‘school violence prevention programs’ is 7-25% less than
those of teachers, Admin, and parents. Students’ response was low on 9 of the 10 indicators. The
students agreed with the teachers, admin, and parents in only 1 of the 10 indicators. On the other
hand, in four of the ten sub dimensions students and teachers rated with same scores (1.2, 1.3, 1.3,
1.7, and 1.10) while students’ rating coincided with that of principals/admin in only three sub-
dimensions (1.3, 1.7 and 1.9). This exhibit there is no common understanding among the school
community on ‘violence prevention program’.

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Teachers and administrators agreed only on awareness of the school community on teachers’ code
of conducts and school ground rules, and on discussions about violence issues among school
community.
The school need to a transparent on how to allocate resources to support and sustain violence
prevention program.
Dimension 2: School Physical Security Improvement
Key pints raised
Indicators
Students Teachers admin parents
2.1 The school has a supervised fencing 2 2 3 2
2.2 All exterior entrances are monitored 2 2 2 2
not to allow intruders
2.3 Restrooms are separate for boys & 2 2 3 3
girls in different direction
2.4 The school monitors the use of the 2 3 3 2
school compound during
afterschool programs
2.5 The school maintains a smoke-free 3 3 4 4
environment
2.6 Restricted areas within the school 2 2 3 2
are properly identified and secured
2.7 Plantings in the school allow visual 3 3 4 3
surveillance and are not hiding
places
2.8 The school surrounding has no 3 3 4 3
activities that divert students’
attention
2.9 The local law enforcement patrols 0 2 3 2
and assures the safety of the school
surrounding
2.10 Students (especially girls) are safe 2 2 3 2
on the way to and from the school
Average 2.1(52.5%) 2.4(80%) 3.2(80%) 2.5(62.5%)

Average response: Students-52.5, Teachers-60, Admin-80 and parents-62.5

5.2 Ratings and analysis

The students’ response assessment on ‘school physical security Improvement’ is 8-30% less than
those of teachers, Admin, and parents. Students response was low (0-2) on 7 of the 10 indicators
while teachers and parents response was also low on 6 of 10 indicators. Almost it is only on 3 of
the indicators that the students agreed with the teachers and administrators (2.5, 2.7 and 2.8).

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Students’ response was 0 on the assignment of local police or law enforcement surrounding the
school. This clearly depicts that participants have diverse or different views and understandings on
school physical security.

The participants agreed on the assessment of smoke free environment and school vegetations allow
visual surveillance. They also agreed on activities around the school that do not divert students’
attention.

The school need to:

 Monitor the use of school compound after school

 Create awareness especially among students the patrol of local law enforcements
assures the safety of the school compound

SVI Report Sample School March 2019 page 10

 Dimension 3: School Policies & Rules to Combat Violence

Key pints raised

Indicators
Students Teachers admin parents
3.1 The school plan defines violence 2 2 2 1
behavior/act
3.2 The school uses school guideline to 4 3 3 3
alleviate disciplinary problems
3.3 The school is committed to apply 2 3 4 3
basic regulations
3.4 The school involves the whole school 1 1 2 1
community in its violence prevention
program
3.5 The school periodically evaluates its 1 1 2 1
violence status
3.6 The school uses regulation to 2 3 4 3
promotes teachers’ code of conduct
3.7 The school uses an up to date 3 4 4 3
discipline guideline
3.8 The school adopted the code of 3 3 3 3
conduct developed by the Ministry of
Education
Average 2(50%) 2.5(78.1%) 3(93.8%) 2.3(59.3%)
Average response: Students-50, Teachers-68.7, Admin-81.2, and parents-59.3

5.3 Ratings and analysis

The students’ response assessment on ‘school policies and rules to combat violence’ is 9-31% less
than those of teachers, Admin, and parents. Students response was low (0-2) on 5 of the 8 indicators
while teachers and parents response were also low (0-2) on 3 of 8 indicators.
Principals/administrative representative rated high on 7 of the 8 indicators where as teachers rated
high on 5 of 8 indicators. Almost it is only 2 of the indicators that the students agreed with teachers
and administrators or principals (3.7 and 3.8). This indicates that students have low understanding
regarding school policies, rules and regulations to combated violence as compared to teachers.

The participants agreed on the assessment of the school uses an up to date discipline guideline, the
use of school guideline to alleviate disciplinary problems, and the use of adopted code of conduct
developed by Ministry of Education.

Therefore, the school require to:

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  Involve all school community to its violence prevention program
 Create an awareness to students and parents on general school code of conducts,
policies, rules, and regulation

Dimension 4: Handling School Violence Incidences

Key pints raised
Indicators
Students Teachers admin parents
4.1 Students know how to report school 1 2 3 1
based violence
4.2 School based violence are usually 2 2 3 2
reported to the school
4.3 Perpetuators often identified 2 2 3 2
4.4 Causes of the violence incidences are 1 2 3 2
known
4.5 The school has provided specific 2 2 3 2
support for students who are
victimized
4.6 The school has provided specific 1 2 3 3
support for students who are
perpetrators
4.7 The school often applied the code of 2 3 4 3
conduct
4.8 The school has a violence recording 1 2 3 2
system that differentiates the type of
violence
4.9 The school involved parents in 2 2 3 3
treating victims of school violence
4.10 The school community is involved in 1 2 3 4
helping victims of school violence to
recover
4.11 The school distinguished the type of 1 3 3 2
violence incidents to be reported to
local law enforcement bodies
4.12 Incidents happened were used as 3 3 3 4
springboard for prevention of
violence
Average 1.6(40%) 2.3(63.9%) 2.8(70.8%) 2.5(62.5%)

Average response: students-40, Teachers-63.9, Admin-70.8 and parents-62.5

5.4 Ratings and analysis

The students’ response assessment on ‘handling school violence incidences’ is 16-20% less than
those of teachers, Admin, and parents. Students response was low (0-2) on 11 of the 12 indicators
while teachers and parents response was also low (0-2) on 9 and 7 of the 12 indicators respectively.
Almost it is only one of the indicators that the students agreed with the teachers, parents and
principals (4.12).This shows that students have different perspective on how the school handling

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school violence incidences, type of violence, and low awareness how and where to report violence
incidence and their causes. Moreover, students were not sure how the school provide special
support for victimized and perpetrators.
Hence, the school need to:
 Make clear how it provides specific support for victimized and perpetrators
 Create awareness on the violence types, its causes and how to work in collaboration
for prevention
 Advertize how and where to report school based violence
6. Conclusion and suggestions
All participants experienced violence in school. The high levels of violence in schools may be a
reflection of the rising incidence of violence in the society.
Thus, there is the need for school based interventions to educate students and other school
community on how to avoid gender based violence. Victims also need to be educated on how to
cope and where to seek help following abuse.
Average scores for each dimension in Fitche No.2 secondary school.
Dimensions Average score
School Violence prevention &reduction programs 2.1(52.5%)
School physical Security Improvement 2.5(62.5%)
School Polices , Rules and regulations 2.6(65%)
Handling School violence incidences 2.3(57.5%)
Average 2.3(57.5)

School Violence Index is 2.3 or 57.5%. This shows that the school has to solve many violence
related issues.

Students’ low rating arises from the lack of awareness on many issues related to school based
violence. Hence, the school should think in advance how to address the issues of school based
violence and include the issues in its annual work plan. Hence, it should work on the following:
 The school needs to establish and implement codes of conduct reflecting child rights
principles.
 School should give special attention to vulnerable groups and provide safe physical
space.

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  The planning and implementation of school safety plans should be integrated into
local development plans to ensure partnerships with other local stakeholders.
 Prevent violent in school with specific program which address the whole school
environment.
 Develop a school research agenda on violence in and around school.
 Strengthen data collection systems on all forms of violence against boys and girls.

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