Perspectives on factors affecting disclosure and reporting of school violence in Zimbabwe

Abstract

ABSTRACT : Few recent studies in Zimbabwe focus on disclosure and reporting of violence against children. Qualitative studies grounded in children’s experiences are particularly lacking. Understanding children’s perspectives on why they choose to report violence or not, as well as adult perspectives, can encourage disclosure and ensure provision of services to children who experience violence. We aimed to explore Zimbabwean primary-aged children’s perspectives on factors affecting informal disclosure and formal reporting of school violence, and the barriers and enablers children face, alongside key perspectives from adults. and Setting: This study took place among children aged 8-12, parents, teachers and other key stakeholders in two Catholic primary schools within Harare (n=94). Qualitative data was collected in May 2022. Our methods included focus group discussions, interviews, observations and round robin workshops. We analysed transcripts thematically using Nvivo. We find children are active agents in deciding about how, when and to whom they will informally disclose or formally report violence to, in some cases even choosing to protect those who receive disclosures. We find that not disclosing can also be an active choice. We also find there is heterogeneity in conceptualising disclosure and reporting, with children having different ideas about what merits reporting, and who violence should be reported to. The severity and frequency of violence may affect how they view certain types of violence being more worthy of reporting than others. Interestingly, boys’ views that girls enjoy certain abuses may also affect willingness to report or intervene. Our findings suggest the need for greater recognition of children’s agency in deciding to report or not. More work should be done to understand and strengthen peer support, and train parents and others who receive disclosures. To increase disclosure, children’s perceptions regarding which forms of violence warrant formal reporting should be challenged. • Few studies explore children’s disclosure and reporting in Zimbabwe • We need to understand barriers to disclosing and reporting violence. • Children make strategic choices to tell (or not) about violence. • The frequency and severity of violence shapes decisions to tell. • Peer support and responses to disclosure should be strengthened.