Understanding Sociocultural Anxieties and Gender-based Violence: Experiences of School Children in Busoga Sub-region, Uganda

Abstract

As a contribution to African context-based sociocultural psychology (Nsamenang, 2006), this chapter explores children’s experiences of sociocultural anxieties and gender-based violence (GBV) in the Busoga sub-region of Uganda. Drawing on child-focused qualitative methods and activities with school children, the study reveals how deeply entrenched cultural norms and gender stereotypes contribute to the prevalence of GBV in schools. The findings highlight that children, girls and boys face and/or perceive multiple forms of gender-related violence, including physical, sexual, and emotional abuse, which are often directly or inadvertently perpetuated by peers, teachers, and other community members. The chapter presents a unique understanding of the sociocultural anxieties related to violence, from the perception of traditional gender roles, and the pressure to conform to societal expectations, among school children. The chapter presents a discussion of the psychological and educational impacts of GBV as a threat to children’s school achievement. By examining the intersection of sociocultural factors and GBV, this chapter provides a nuanced understanding of the challenges faced by school children in Busoga and offers practical recommendations for creating safer and more supportive educational environments. The study underscores the role of children in advancing their own agency that provides a voice relevant to school-based and other interventions in addressing these issues. This research contributes to the broader discourse on GBV in educational settings and highlights the urgent need for culturally sensitive approaches to combating violence and supporting vulnerable children in Uganda. The chapter is also a leapfrog towards decolonial psychologies, as earlier idealised by African Psychologists, like, among others, Bame Nsamenang. The chapter concludes by calling for increased awareness and targeted efforts to dismantle actual and perceived harmful cultural practices and promote gender equality, thereby fostering a more inclusive and protective atmosphere for all students.