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Reducing teachers’ use of violence toward students: A cluster-randomized controlled trial in secondary schools in Southwestern Uganda
By Nkuba, Mabula
Background: Few interventions addressing teacher violence have been evaluated in low-income countries. Objectives: In Southwestern Uganda we tested the feasibility and effectiveness of the preventative intervention Interaction Competencies with Children – for Teachers (ICC-T) in reducing teachers’ use of violence against students. Trial design: Two-arm cluster-randomized controlled trial. Participants: The sample comprised of 343 teachers (74.6% male) and 548 students (59.7% boys) from ten public secondary schools in five districts. Outcome: Teachers’ use of emotional and physical violence and student's experience of emotional and physical violence were collected before and 3-months after the intervention. Randomization: The selected schools were randomly allocated (using randomly generated numbers) to the intervention condition (that received ICC-T intervention) and the control group (that received no intervention). Blinding: Teachers were not blinded to the intervention assignment. Students and research assistants conducting the follow-up assessment were blinded. Results: 5 of 10 schools were randomly assigned to the intervention group and the other 5 to the control group. All clusters of each group were analyzed. ICC-T was found to be feasible as indicated by high demand, good applicability, and acceptability. Accounting for nested cluster effects in random coefficient models for repeated measures, the effectiveness was supported by significant time × intervention effects regarding teachers’ self-reported use of emotional and physical violence (ps < 0.05). These findings were replicated for students’ reported exposure to emotional violence and were strengthened by positive effects on teachers’ attitudes towards the use of physical violence (ps < 0.05). Conclusions: Our study shows that it is possible to reduce teacher violence through school-based interventions. Further studies are needed that replicate these findings beyond this specific context. Trail registration: at ClinicalTrials.gov, number NCT03051854 (registered on 14/02/2017). © 2022 Elsevier Ltd
Prevalence of and factors contributing to violent discipline in families and its association with violent discipline by teachers and peer violence
By Masath, Faustine Bwire
Using a multi-informant approach, we assessed 914 children (mean age = 12.58 years, standard deviation [SD] = 1.43) and 893 caregivers (98.3 per cent female, mean age = 40.07 years, SD = 11.46) in Tanzania. Results showed that 93.3 per cent (n = 828/893) of caregivers reported using violent discipline, while 91.0 per cent (n = 832/914) of the children experienced it in their families. Further, 95.0 per cent (n = 868/914) and 93.7 per cent (n = 853/914) of students experienced violent discipline by teachers and peer violence at school, respectively. In a multilevel path model, children's mental health problems (standardised regression coefficient [?] = 0.192 [CI: 0.130, 0.255], p < 0.001) were associated with their experience of violent discipline in families. Caregivers' own childhood experience of violent discipline (? = 0.169 [CI: 0.105, 0.232], p < 0.001), their positive attitudes towards violent discipline (? = 0.228 [CI: 0.166, 0.290], p < 0.001) and mental health problems (? = 0.175 [CI: 0.113, 0.237], p < 0.001) were associated with their use of violent discipline. Violent discipline in families significantly correlated with violent discipline by teachers (correlation coefficient [r] = 0.413 [CI: 0.354, 0.472], p < 0.001) and peer violence (r = 0.354 [CI: 0.294, 0.415], p < 0.001) implying children's polyvictimisation. © 2022 The Authors. Child Abuse Review published by Association of Child Protection Professionals and John Wiley & Sons Ltd.
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