APPENDICES

Appendix 1: numbers interviewed
Appendix 2: Tables
Appendix 3: Interview data
Appendix 4 : Teachers' definition of abuse
Appendix 5: Pupils' Workshops
Appendix 6: Teachers' Workshops

Appendix 1: numbers interviewed

Appendix 1: numbers interviewed

Round 1					Round 2	Round 3	Total Inter- Viewed
	School A	School B	School C	School D
Girls	32	20	37	23	73	17	112
Boys	24	11	24	0			59
Teachers*	5	3	6	3			17
Head Teachers	1	1	1	1(deputy head)			4
Parents**	21	10	6	0			37
Officials
Education	4						4
Social Welfare	1						1
Police	1						1

* includes Guidance and Counselling teacher for Schools B, C and D
** comprises 20 mothers, 3 fathers, 7 grandmothers, 4 sisters, 2 aunts and 1 uncle

Appendix 2: Tables

Table 1: January 1999 enrolments in the four schools
Table 2: Background information on girls
Table 3: If a schoolgirl gets pregnant......girls' and boys' opinions
Table 4: If a schoolgirl gets pregnant................. teachers' opinions
Table 5: If a schoolgirl gets pregnant............ parents' opinions

Table 1: January 1999 enrolments in the four schools

Table 1: January 1999 enrolments in the four schools

School 1 (agricultural)	Boys	Girls	Difference
Form
1	61	57	-4
2	72	72	0
3	69	49	-20
4	73	47	-26
Total	275	225	-50
School 2 (mining)
Form
1	100	102	+2
2	120	82	-20
3	119	81	-38
4	79	47	-34
Total	418	312	-94
School 3 (peri-urban)
Form
1	107	193	+86
2	149	139	-10
3	126	131	+5
4	137	141	+4
Total	519	604	+85
School 4 (all-girls)
Form
1		160
2		160
3		160
4		160
Total		640

Table 2: Background information on girls

Table 2: Background information on girls

Round 1 Interviews	SCHOOLS
	A N=32	B N=20	C N=37	D N=23	Total N=112
Average age	15.3	14.9	14.1	13.8
Form	2 and 3	2 and 3	1 and 2	2
Living with one parent	10	6	11	8	35
Living with neither parents	7	8	12	2	29
Living 5 or more kms from school	12	10	5	5	32
More than 2 hours domestic work	17	20	13	2	52
Basic needs not satisfied	12	17	21	4	54
Go hungry regularly	10	9	8	2	29

Table 3: If a schoolgirl gets pregnant......girls' and boys' opinions

Table 3: If a schoolgirl gets pregnant......girls' and boys' opinions

	GIRLS (ROUND 1)					BOYS
	A (N=32)	B (N=20)	C (N=37)	D (N=23)	Total (N=112)	A (N=24)	B (N=11)	C (N=24)	Total (N=59)
Whom would you blame if a school is pregnant?
Girl	24	10	27	15	76	15	8	16	39
Boy	0	0	0	0	0	2	1	4	7
Both	4	9	10	5	28	7	2	4	13
Parent	2	1	0	1	4
Nobody	2	0	0	0	2
No reply	0	0	0	2	2
Who would you punish?
Girl	11	6	18	7	42
Boy	2	3	0	0	5
Both	1	0	2	2	5
Neither	17	10	17	12	56
The Mother	1	0	0	0	1
No reply	0	1	0	2	0

Table 4: If a schoolgirl gets pregnant................. teachers' opinions

Table 4: If a schoolgirl gets pregnant................. teachers' opinions

TEACHERS

	A (N=5)	B (N=3)	C (N=6)	D (N=3)	Total (=17)
Whom would you blame if a schoolgirl got pregnant by a pupil?
Girl	1	1	1	1	4
Boy	0	0	0	0	0
Both	4	2	5	2	13
Whom would you blame if a schoolgirl got pregnant by a teacher?
Girl	0	0	0	0	0
Teacher	1	3	4	1	9
Both	4	0	2	2	8

Table 5: If a schoolgirl gets pregnant............ parents' opinions

Table 5: If a schoolgirl gets pregnant............ parents' opinions

PARENTS

	A (N=21)	B (N=10)	C (N=6)	Total (N=37)
Whom would you blame if a schoolgirl got pregnant?
Girl	5	7	0	12
Boy	0	0	0	0
Both	7	1	0	8
Mother	6	0	2	8
Parents	1	1	2	4
Girl and parents	0	1	1	2
Everyone	2	0	1	3

	GIRLS					BOYS
Round 1 (girls)	A	B	C	D	Total	A	B	C	Total
	N=32	N=20	N=37	N=23	N=112	N=24	N=11	N=24	N=59
Beaten by teacher	31	17	37	01	85	24	11	22	57
Teachers beating pupils is always wrong	13	15	20		69
Teachers beating pupils is not wrong	14	5	12		32
Teachers beating pupils is sometime acceptable	5	0	5		11
					11
Round 2 (girls)	N=23	N=13	N=20	N/A	N=56
Who beats the most in your school?
Male Teachers	14	4	8		26	12	2	16	30
Female Teachers	3	4	7		14	9	6	6	21
Both	6	5	5		16	3	3	2	8
Who gets beaten the most?
Boys	10	4	5		19	15	6	20	41
Girls	0	0	15		15	2	0	0	2
Both	13	7	0		20	7	5	4	16
No reply	0	2	0		2	0	0	0	0

¹ 16 out of 18 girls said that had been beaten at primary school.

Appendix 3: Interview data

GIRLS' INTERVIEWS
BOYS' INTERVIEWS

GIRLS' INTERVIEWS

Abuse by male pupils
Abuse by teachers
Abuse by older men and 'sugar daddies'

Abuse by male pupils

Examples of abusive behaviour by boys were provided by nearly half the girls interviewed. These included:

One boy came into our class, and poked my head with a pen and accused me of
ignoring him.
A boy grabbed my breast during sports. I nearly cried because it was painful.
Sometimes they chase us in the hope of touching our breasts.
One boy said to me 'Let me feel your breasts to see if they are there or not'.
This guy in Form 4 snatched my bag and said he would only return it if I accepted his
proposal.
This boy in Form 4 touched my bum - he pretended it was by mistake but it wasn't
because he laughed with his friends.
A Form 4 boy pulled and twisted my arm when I refused to talk to him.
The other day I was late for school and the prefect said if I accepted his proposal he would not punish me.

Abuse by teachers

a. Girls who had been propositioned

Of the 14 girls who said they had been propositioned by a male teacher, seven were in School A, four in School B and three in School C. None said they had been approached in School D (however, teachers there reported a few incidents, as detailed in section 3.3 of the report). Some of the circumstances under which the girls were approached were described by them as follows:

He slipped a love note into my exercise book.
He said 'I would like you to be my special girl, think about it'.
He said 'I want to see you in my office - you look special'.
He opened his arms to hug me on the sports field, then said 'Why are you running
away? I'm just playing'.
A student teacher asked me to come to his office; when I refused he asked if he could
walk home with me after school. He asked me to stay behind after the end of school.
I was sent a message with a Form 4 boy at the end of a sports day in another school,
telling me that the teacher (who was sitting in a car with other male teachers) wanted
to speak to me; I realised this was inappropriate and did not go.
A student teacher asked me to carry his books all the time; one day he told me I
'looked like an angel'. He called me 'Eve' and asked if he could be my 'Adam'.
He told me that he loved me.
He pretended to have a message for me but he did not want to say it in public. He
then told me I was a very nice, special girl. (He did this twice.)

b. Girls who know others whom they suspect of having an affair with a teacher

Of the 48 girls who said they knew another girl who had been approached, 18 were in School A, 11 in School B, 14 in School C and five in School D. Some girls named several girls. However, in none of the schools were they completely sure that the girl had accepted; they just suspected so. When asked how they knew that girls were having affairs with teachers, evidence given was:

My friend was sent by the teacher to call the girl to his home - they live in the same neighbourhood.
She asked me to take a letter to the teacher (the same named above) - she told me
herself (about the relationship).
She refuses to go home with us, pretending to have homework.
She brings money, 20 Z$, 50 Z$ and buys lots of eats.
She is favoured in sports teams.
They say they have guaranteed places in the sports team as long as the teacher is there.
She says she cannot fail geography.
She claims the teacher is her friend.
The teacher stands too close to her.
They laugh and pass jokes.

Ten of the 17 girls interviewed for a third time agreed that some girls encourage the teacher by, for example:

Giggling and moving up and down when the teacher is there
By pushing themselves on the teacher and asking silly questions such as 'Are you married?' and 'What is your salary?'
They plead with teachers for places in the sports teams
Some girls put on short skirts and make up.

Abuse by older men and 'sugar daddies'

Many examples were provided by girls in all four schools, including:

A man just touched me on the breasts. I couldn't do anything because he just forced his hand on me. I was angry and I nearly hit him but I was afraid.

There are two men who pester me a lot. They are married. One of them wanted to give me 50 Z$. He said I should buy whatever I wanted. I did not take it.

They say 'I want to marry you'. One said 'if you marry me I will divorce my wife and stay with you'.

One day, a drunken man blocked my way and tried to touch my breasts.

Two Form 4 girls come to me regularly. They claim one of the builders is their brother and that he loves me very much. I don't believe them. I get annoyed because these big girls get paid for securing girls for these builders.

One girl stays near our place and a car comes often to pick her up. She looks very quiet.. but her sisters do the same. They stay alone, brothers and sisters.

Sophia goes out with a gold panner. He sent me three times to call Sophia to come to his house to cook and clean for him because his wife is in the rural areas. One day he gave me 100 Z$ to give to Sophia.

Last Monday a man about 30 years old proposed to me.... He told me that if I loved him he would give me money and everything I wanted..... After two days, he came to me again on my way home from school. He had a packet of sweets, biscuits and a bottle of soft drinks. I could not escape from him. He tried to give me sweets but I refused. He told me 'If I see you again and you don't give me some good results, I will kill you'. From that day up to this I have not seen him and I am afraid of him.

My sister's husband always approaches me when I go to his house. Sometimes he pays my school fees and that's why he wants me to be in love with him. When he first talked to me about that, I refused and he said 7 am paying your school fees so you must pay me back' (be in love with him).

When I was getting into a mini-bus, a man touched my breasts. Then he said he was sorry. I shouted at him because it was deliberate. When he said he was sorry he was smiling.

BOYS' INTERVIEWS

d. Examples of ways in which boys proposition girls

If you have one girl, boys will laugh at you. If you have more than one, you are seen
as a great guy who shows his machoism.
Those who have many girlfriends are regarded as 'big stuff
They compete to see who gets the girls especially new Form 1 girls
Boys compete in sports to outshine each other to attract girls; they use sports as a bait to get girls
Boys fight over girls, threaten each other
Boys write letters with sexual language and draw people having sex
You tell lies about your competitor (say he takes drugs, drinks, has no money); you
undermine the opposition
You show off money, especially 100 Z$ bills (called 'pins' by pupils)
You bet as to who will get a particular girl
You buy the girl lunch or snacks
Boys wear smart clothes and try to appear bright and witty.

Girls trick boys into having sex, they plan to get pregnant
Some girls bring money to buy goodies for boys
A girl can force a boy to have sex
Girls want money; if you have it they won't leave you
Girls may have other boyfriends; boys stick to one girl, but girls may double-cross you.

Appendix 4 : Teachers' definition of abuse

Teachers' definition of abuse

Which of the following would you classify as 'abuse' against girls?

a) male students demanding sexual favours or physical intimacy of girls
b) male teachers demanding sexual favours or physical intimacy of girls
c) men outside the school demanding sexual favours or physical intimacy of girls
d) bullying (non-sexual, physical or verbal) by other students (male or female)
e) insulting language used by teachers (male or female) about female students
f) negative attitudes expressed by teachers (male or female) about girls' behaviour, intelligence, commitment to study etc
g) corporal punishment by teachers (male or female)
h) threats to beat or punish a girl who refuses to respond to a male student's sexual advances
i) threats to make a girl fail her exam if she refuses to respond to a male teacher's sexual advances
j) making a girl do additional tasks (cleaning a classroom, cooking for a male teacher etc)

Appendix 5: Pupils' Workshops

Two-day workshops in Schools A and C in October 1999

Two workshops were held, each over a two-day period, in two of the case study schools (A and C). Each consisted of a number of activities using participatory (PRA) methods. We spent the first day exclusively with girls; the first part of the second day was spent with boys on their own, and they were joined later by the girls. The girls ended the workshop on their own with some role play. There were 15 girls and ten boys involved in the activities with School A and 18 girls and ten boys in School C.

The girls started the first morning with 'loosening up' activities in the form of songs and games. They were asked to indicate whether they liked school or not by placing stickers on 'Happy' and 'Sad' faces. Most indicated that they liked school.

In groups of four to five, the girls were then asked to draw a map of the school and the surrounding area and use stickers of different colours to indicate areas where they felt safe and areas where they felt unsafe (green for 'safe', red for 'unsafe'). The groups then came together to discuss the maps giving reasons for their choices.

The girls were then asked what they understood by 'abuse'. They appeared to have a clear understanding of this, although there later emerged heated debate as to whether corporal punishment constituted abuse or not. Most thought that they did not deserve beatings for offences like noise making, lateness and failure to answer questions correctly in class, but a surprising number did approve of corporal punishment in moderation.

Once having made clear that they understood the term 'abuse', they were asked to draw a spider with each leg indicating the type of abuse that existed in and around the school. Each pupil in the group was given a set of 20 sticky dots and asked to place them where she thought the abuse was most serious. Girls identified being beaten by teachers, and being touched on their private parts (breasts or buttocks) by boys and teachers as the most serious forms of abuse, followed by Form 4 girls trying to persuade them to go with Form 4 boys, and teachers not giving their lessons. Again the groups came together to discuss the forms of abuse.

They were then asked to draw a 'cause and consequence' tree with roots as causes and branches as consequences. Two groups were asked to address the double question: 'Why do boys have sex with girls?/Why do girls have sex with boys?' and another two groups 'Why do teachers have sex with girls?/Why do girls have sex with teachers?'

When asked to indicate why a girl would have sex with a teacher, most indicated that the girls wanted money to buy things like chocolate and sweets at break time. They might also want to show off or do what they think other girls are doing. Because of the AIDS scare, teachers would want to have sex with young girls whom they thought were free of the disease because they were still virgins. Teachers might also want sex with young girls 'to satisfy their feelings' or because they envied the girls' lives. As consequences, the girl might get pregnant but the teacher if he was married would not leave his wife for her; the girl might also get a sexually transmitted disease or AIDS. The girl will be expelled and she may end up committing suicide or dumping the baby. The teacher may also be dismissed.

When asked why boys wanted sex with girls, alongside the suggestion that boys wanted to experiment, to make girls lose their virginity and to be sure that the girl loved him, the girls (and the boys when they did the activity the following day) expressed the notion that boys want to 'fix' the girl, i.e. place her under his control, show that he is a man, and in some sense punish her for being female. As for a girl, she might have sex with a boy because she needed money, but also because she might want him to marry her or to show her genuine feelings.

Cause and consequence tree

The same activities, in an abbreviated form, were carried out with boys on the second day. The boys and girls were then brought together and their activities discussed. A comparison of the school maps indicated that there were common areas where both boys and girls felt unsafe (red stickers), such as outside the school boundaries, near the administration block which housed the school office and the staff room, and in the orchard or vegetable garden. It was interesting to learn that, whereas girls were clearly afraid of boys, the boys too had their own private fears. In particular, younger boys in both schools complained of bullying by the bigger boys. In one of the schools visited, one of the bigger boys in the workshop group had a professionally made rubber strap in his possession. When asked about it he claimed that it belonged to a friend.

However, girls identified more areas within the school grounds where they felt unsafe. These included: the caretaker's house, the new classrooms being built (where there were construction workers) and the car park (see below). On another map, the girls identified the teachers' houses (out of bounds just outside the school boundary) and the tuckshop.

Safe and unsafe places in the school - Girls

Safe and unsafe places in the school - Boys

A comparison of the 'abuse' spiders showed that girls saw abuse very much in terms of beatings by teachers and boys and being touched by teachers and boys. For boys, being beaten by teachers and given harsh punishments were of most concern as was also being sent out of the class, and being forced to smoke dagga and drink beer by older boys around the school premises. In one of the schools, it was known that boys frequently bunked lessons to go off into the nearby mountain to smoke and drink -they were referred to as 'mountain boys'.

'Abuse' spider : Girls

'Abuse' spider : Boys

After comparing their school maps and the 'abuse' spiders, the girls and boys were asked in mixed groups to draw on a single sheet of paper an ideal relationship, with the boys drawing their ideal female partner on one side of the sheet and the girls drawing their ideal male partner on the other side. Most of the groups focused on physical appearance like good looks and smart dressing when doing this task, but when required to indicate the four most important characteristics that the mixed group could all agree on (indicated by brightly coloured cards), these tended to be moral qualities such as good behaviour, being respectful, honest and loving, and being educated. It was noticeable that in these mixed groups, the girls were much quieter and the boys were uneasy.

an ideal relationship

In the afternoon of the second day, in each of the schools girls prepared some role play about the abuse they experienced in and around the school. Some were very realistic. One portrayed a male teacher who used his position to abuse girls in his class; if the girl fell for his sexual favours she would be given pocket money and be the teacher's favourite but if she declined he would use any pretext to beat her.

Another group showed how a teacher's attention was focused on one particular girl in the class: the teacher passed comments on how smart the girl was, patted her and tried to straighten her blouse so as to touch her on the breasts. The class knew what was going on and booed and hissed when he asked her to come to the front of the class to read, and when he praised her after she had read a passage badly in class. He would detain her after class, send her to buy something for him, or ask her to bring books to his base room, where he would engage her in conversation and try to touch her - while the class tried to listen to what they were saying. He gave her money, which she boasted about to a friend. Despite being advised against going with a teacher, she ignored her friend but when she told the teacher she was not interested any more, he told her that she could not refuse because he had given her money. She had to pay him the money back.

Another dramatised event was where a teacher had got a girl pregnant. He had told her earlier that he would marry her and give her everything she wanted. Now that the girl was in trouble, the teacher refused to share any responsibility. Both the teacher and the girl were dismissed from school. Another play vividly depicted the harassment that girls went through on a daily basis as a gang of boys lay in wait for them in the bushes leading away from the school; they then pounced on the girls, whistling at them, grabbing them by the breasts and locking them in an embrace which they struggled against.

boys ambushing a girl on her way from school

After the role play, the girls were asked to write their problems on pieces of paper which were stuck onto a large 'problem wall'. The problems were then grouped under different headings like 'beatings by teachers', 'touching by teachers', 'boys proposing' etc. These were then prioritised.

For School A, their prioritised problems (in decreasing order of importance, with some items given equal ranking) agreed by all were:

Boys proposing/teachers proposing/sugar daddies proposing
Boys beating us/boys touching us
Textbooks being stolen/only having a few textbooks
Being hungry/teachers beating us
Too much work at home
Old men in the road
Girls shouting

For School C, their prioritised problems were:

Dumping babies (i.e. getting pregnant and abandoning the baby)
Forced to be in love with teachers/forced to be in love with Form 4 boys
Touching by boys/touching by teachers
Abusive language by teachers/beatings by teachers
Pupils smoking and drinking
Shortage of textbooks and chairs/teachers coming late to lessons

It was interesting that by far the most commonly mentioned problem when they were building the problem wall (beatings by teachers) was not ranked the highest when they came to prioritise them (ranked fourth by both groups).

The researchers and the girls discussed these problems and ranked them according to which were easy to solve and which were difficult. They then looked at how they could best be solved in terms of classifying them as strategies to be undertaken 'by us', 'with us' and 'for us'. Their suggestions for what they themselves could do are reproduced in section 5.2. above. As for what the school could do for them, they wanted boys who assaulted them punished and teachers who were known to make proposals to girls dismissed.

Appendix 6: Teachers' Workshops

School A: 8 teachers
School B: 8 teachers
School C: 10 teachers
School D: 12 teachers

These workshops were held with teachers (male and female) in the four schools as part of their January staff development programme.

As already noted, when asked to detail problems they experienced when teaching girls, the teachers revealed much negative stereotyping about girls, e.g. gossiping, day dreaming, fighting over men, behaving childishly. At the same time, despite an insistence on punishment, their strategies to address abuse in schools make positive suggestions which for the large part are practical and implementable. These do however require a significant change of attitude and behaviour on the part of the teachers themselves if they are to bring about significant improvements in the way schools treat girls.

It should also be noted that the four workshops only attracted between 8 and 12 teachers in each school, despite there being between 24 and 48 teachers per school. This would suggest a relatively low level of interest in the issue, or a reluctance to talk about it. It is also likely that the main perpetrators of abuse stayed away.

At the start of the workshop, teachers were shown the list of prioritised problems that the girls had developed during their own workshops. Teachers were asked to rank them in order of priority, with the results shown below (table 1). They were then asked to identify problems that they experienced in teaching girls and then to rank them in order of priority and according to three categories: in class, in and around the school, and outside the school (table 2). Finally, they developed strategies to address the girls' problems, and indirectly the problems they themselves experienced in teaching girls, according to three categories: the teacher, the school and the parents (table 3).

The main findings of the workshop activities are presented for each of the four schools on the following pages.

School A: 8 teachers

Table 1: Girls' problems prioritised by teachers (in decreasing order of importance)

· Boys and teachers proposing
· Not enough textbooks
· Being beaten by boys in school and outside school
· Outside boys waiting for girls by the school gate
· Being hungry at lunch time
· Girls proposing or pushing themselves on teachers
· Too much work at home
· Walking long distances from school

IN CLASS	IN AND AROUND THE SCHOOL	OUTSIDE THE SCHOOL
Disruptive behaviour, Giggling	Unusual desire to be friendly to male teachers - addressing them by their first names	Frequenting beer halls
Day dreaming, moody	Frequent absenteeism	Love affairs with older men
Shyness	Resistance to putting on school uniform	Trouble with boyfriends
Not doing homework	Gossiping	Not taken seriously by men -having to put extra effort
Lack of confidence and concentration	Preferential treatment	Prostitution
Lack of consistency	Truancy	Fighting over married men
Coming late to school	Putting on make up during study time
Truancy
Fidgeting
Reading pornographic magazines and books

Table 3: Teachers' solution strategies (prioritised in decreasing importance)

TEACHER STRATEGY	SCHOOL STRATEGY	PARENT STRATEGY
Guidance and counselling of individual pupils	Invite resource persons, police etc to talk to the girls	Talk to girls about the problems they are facing
Know every pupil you teach by name and individually	Create a friendly environment	Create a friendly environment
Create a friendly environment	Provide guidance and counselling	Treat boys and girls equally
Appoint them as group leaders	Make an effort to find the cause of their problems	Supervise children at home to ensure that they do their work
Punishment	Provide good library materials for reading	Do not give children too much pocket money
Educate them about children's rights	Provide civic education	Check whom they play or move around with
	Provide peer education	Counselling
	Give help to communities as a sign of developing respect	Buy books on life and education
	Appoint a youth educator/counsellor at each school full time	Work closely with teachers and accept what teachers say about their children
	Guidance and counselling to be taught by a qualified person not just by a senior teacher who may be too busy with administration issues

School B: 8 teachers

Table 1: Girls' problems prioritised by teachers (in decreasing order of importance)

· Shortage of books and furniture
· Proposing by boys and teachers
· Pupils smoking and drinking
· Being harassed by sugar daddies and boys on the road
· Books being stolen
· Beatings by teachers
· Abusive language by teachers
· Being hungry at lunchtime

IN CLASS	IN AND AROUND THE SCHOOL	OUTSIDE THE SCHOOL
Lack of interest in class work	Showing little respect for teachers	Running away and staying with boyfriends
Easily giving up on class work problems	Indecent clothing	Getting involved with sugar daddies
Giggling and disruptive behaviour	Gossiping	Hanging out at the shopping centre and beer halls
Day dreaming	Fighting over boyfriends	Prostitution
Excessively concerned with their looks	Using book money as pocket money	Illegal abortion
Visiting male teachers' base rooms		Showing little respect for parents and guardians.

Table 3: Teachers' solution strategies (prioritised in decreasing importance)

TEACHER STRATEGY	SCHOOL STRATEGY	PARENT STRATEGY
Informal talks	Accommodate a 'Principals hour' for head and pupils each week	Discuss children's progress with teachers
Guidance and counselling lessons	Invite questions and suggestions from pupils (suggestion box)	Discuss growing up, sex and its dangers with children
Debates between boys and girls	Invite resource persons to address pupils	Support children on sports days
Encourage speaking, drawing and write ups from pupils	Visit other schools and institutions with pupils	Help pupils start sport or social clubs in the community
Educate pupils on their rights	Involve pupils in school assemblies and other school functions
Help pupils make informed decisions
Address pupils individually

School C: 10 teachers

Table 1: Girls' problems prioritised by teachers (in decreasing order of importance)

· Beatings by teachers and use of abusive language
· Shortages of textbooks and chairs
· Pupils smoking and drinking
· Teachers coming late for lessons
· Friendship with teachers
· Having sex with teachers and older men
· Dumping babies
· Touching by boys and teachers

IN CLASS	IN AND AROUND THE SCHOOL	OUTSIDE THE SCHOOL
Harassment by male pupils	Behaving childishly	Unusual laughter
Shyness	Being noisy	Forcing themselves on teachers in order to fall pregnant
Cheating in class
Not being properly dressed	Fighting over men	Absconding during school trips
Noisy and childish	Stealing bras, socks

Table 3: Teachers' solution strategies (prioritised in decreasing importance)

TEACHER STRATEGY	SCHOOL STRATEGY	PARENT STRATEGY
Informal talks with girls	Guidance and counselling lessons	Discuss the child's progress with the teacher
Involve them in competitions	Involve them in debates speaking	Give time to girls to do home work
Guidance and counselling	Treat boys and girls equally	Help girls raise their self-esteem
Meetings with girls	Have seminars with girls from other schools and those within the school	Openly discuss issues about growing up with their daughters
Punishment	Punishment	Share their experiences of growing up
Mixing boys and girls during activities	Suspension	Check on girls' progress at school in behaviour and homework
Encourage them to speak out	Expulsion

School D: 12 teachers

Table 1: Girls' problems prioritised by teachers (in decreasing order of importance)

· Teachers and boys proposing
· Boys and sugar daddies waiting outside the school gate and on the way home
· Girls being touched by male teachers
· Girls proposing or pushing themselves on male teachers
· Being punished by teachers
· Abusive language by teachers
· Favouritism by teachers

IN CLASS	IN AND AROUND THE SCHOOL	OUTSIDE THE SCHOOL
Giggling - very disruptive in class	Walking up and down the corridors in the upper classes or where male teachers are	Going with elderly men
Wanting extra attention	Sexual harassment	Sexual harassment
Silly excuses for no homework	Insults from boys, abusive language - called prostitutes	Loitering in town
Bullying and jeering	Corporal punishment	.Domestic violence, being beaten or raped
Lack of confidence	Admiring male teachers	Experimenting with sex and drugs
Peer pressure and neglecting school work	Falling in love with male teachers	Frequenting hotels, prostitution
Shyness	Cellphones ringing

Table 3: Teachers' solution strategies (prioritised in decreasing importance)

TEACHER STRATEGY	SCHOOL STRATEGY	PARENT STRATEGY
Bunking lessons - teachers should take the register	Guidance and counselling	To avoid prostitution, provide girls with their basic requirements
Insist on girls wearing the correct uniform	Prefects to check on all pupils especially during break and lunch	Monitor the girls' movements and friends before and after school
Give girls duties and responsibilities e.g. make them monitors	Invite role models to speak to girls	Teach moral values
Read love letters aloud to the whole class; the girls will feel embarrassed and stop that behaviour	Invite girls who ruined their lives to speak - as case studies	Be exemplary
Guidance and counselling lessons	Do away with corporal punishment	Be supportive
Advise girls on the importance of education	Do not impose unrealistic rules that protect girls from sexual harassment	Provide guidance and counselling
Be supportive of girls -understand their cultural background	Punish and counsel wrongdoers	Avoid sexual, moral and spiritual violence, abuse and maintain an open relationship
Guidance and counselling	Organisation for workshops	Inform or involve parents in school activities
Motivate girls		Involve the School Development Association, Police, Social Welfare, provide health and sex education
Punishments

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