The management of intervention and prevention programmes for school-related gender-based violence in selected secondary schools in Durban area

School-related gender-based violence (SRGBV) is a global and highly concerning phenomenon. In response to the urgent need of addressing it the South African Department of Education has developed policies and protocols and intervention programmes were implemented. Despite the notable development of frameworks there is paucity of research related to the management and effectiveness of intervention and prevention programmes for SRGBV. The aim of this study is to explore the management of SRGBV prevention and intervention programmes at secondary schools in Phoenix and to what extent are they effective in curbing it. The study was guided by two theories – the Bioecological theory of Bronfenbrenner (2005) which framed the exploration of the current state of SRGBV in secondary schools in Phoenix, and the Systems theory of von Bertalanffy (1968) which was applied to the management of the intervention and prevention strategies for SRGBV in the selected schools. The study adopted qualitative approach and employed case study as the strategy of this research. Eight systematically selected secondary schools from Phoenix participated in the study. Semi-structured interviews with open-ended questions were conducted with three categories of participants – RCL-chairs (learners); Level 1 educators representatives of the Disciplinary Committee; and Principals (SMTs). The interviews were audio-recorded with the permission of the participants and the recordings were transcribed. Member-checking was done to verify the transcripts. To enhance the validity and reliability of the study secondary data was collected through reviewing of schools’ code of conduct, disciplinary policies, and records kept by the school related to SRGBV. Thematic analysis was applied to the collected data from the interviews and the documents were interpretively analysed. The study found that SRGBV exists in Phoenix secondary schools; however, it is not perceived as rife by the stakeholders. Rather it is viewed as incidental and as occurring occasionally. The current codes of conduct and discipline policies used in the selected schools are GBV-blind and this phenomenon is not always identified correctly Recommendations were made both to the Department of Basic Education and to schools. Some of the recommendations deal with developing a comprehensive SRGBV-policy and providing training to educators in identifying and responding to SRGBV by the DBE. Appointing of guidance counsellors to schools and providing opportunities for rehabilitation of perpetrators would further improve the response to SRGBV. Schools would have to review their current policies and add a GBV-section. Identifying a specific channel for reporting dedicated solely to SRGBV and raising awareness of this phenomenon together with information on help available in this regard are some of the recommendations made to schools to enhance the strategies of management of SRGBV.