School Violence and Girl-Child Education in Primary Schools in Oyam District
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Date
2026-10
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Publisher
Gulu University
Abstract
This study examined the effects of sexual, physical, and psychological school violence on girl-child education in primary schools in Oyam District, Uganda. A cross-sectional survey design was used, involving 284 respondents drawn from 139 primary schools. Participants included school management members, teachers, student leaders, and female learners selected through stratified random sampling. Data were collected using a semi-structured
questionnaire and key informant interviews. Quantitative data were analyzed using descriptive statistics, Spearman Correlation, and Ordinary Least Squares (OLS) regression in Stata, while qualitative responses provided contextual understanding. The findings revealed that sexual violence had a negative but statistically insignificant effect on girl-child education. Physical violence also showed a negative and statistically insignificant relationship, indicating limited measurable statistical influence despite its presence in schools. In contrast, psychological violence had a statistically significant positive association with girl-child education outcomes. Socio-demographic factors, particularly age,
were also found to significantly influence enrolment and completion rates. The study concludes that although sexual and physical violence were not statistically significant, all forms of school violence negatively affect girls’ educational experiences and learning environments. The results suggest that reliance solely on statistical significance may mask important contextual realities of learners’ experiences. The study recommends strengthening safeguarding policies, teacher training on non-violent discipline, psychosocial support systems, and community engagement. Further studies in other districts are recommended to enhance generalizability and understanding of school violence and girl-child education in Uganda.