Gender-based violence (GBV) is a pervasive issue affecting individuals globally. In Eswatini, it particularly affects high school learners, posing significant risks for their well-being and development. This study aimed to explore the experiences of high school learners regarding prevalent forms of GBV, employing hegemonic masculinity theory as a framework. A qualitative case study design was employed, utilising semi-structured interviews and focus group discussions. Thirty-six purposively selected learners (18 boys and 18 girls aged 16–18) from six high schools in Eswatini participated. Findings indicated that hegemonic masculinity normalises violence among boys, perpetuating aggressive behaviours as cultural norms. Sexual harassment, including unwanted touching, was frequently reported by girls, while boys were pressured to conform to aggressive masculine identities. The study also revealed a significant prevalence of emotional abuse. The findings underscore the urgent need for interventions that challenge harmful gender norms and promote equality in schools. Recommendations include implementing regular gender-sensitisation programmes and providing support for victims of GBV.
Our co-produced rapid evaluation examined Young People’s Independent Domestic Violence Adviser (YPIDVA) services for young people who had experienced abuse within their own intimate relationships. This article draws on 16 interviews with young people who accessed YPIDVA support across five services in England and Wales. Findings indicated that initial engagement was most successful when young people retained control over whether and how to engage and did not feel rushed or pressured into decisions. Trial periods and open, non-judgemental conversations were key in fostering autonomy. A significant barrier to engagement was previous negative experiences with other services, particularly the police. Many described feeling unheard or dismissed, which contributed to hesitancy in accessing further support. In contrast, young people were overwhelmingly positive about YPIDVA support. They valued its relational and trauma-informed nature, delivered through equitable, trusting relationships. A blend of practice safety planning, emotional support and advocacy was central to providing a young person-centred, holistic approach. Our findings broadly align with Herman’s (1997) three-stage interconnected model of trauma recovery. However, at the time of research, funding cuts to YPIDVA services raised serious concerns about the sustainability of such provision.
