Tackling school-related gender-based violence through teacher professional development in Cambodia (2021)

This paper presents the evidence base on an innovative teacher professional development (TPD) project tackling school-related gender-based violence (SRGBV) in primary and lower secondary schools in Cambodia. The core activities of the TPD project are discussed, focusing on teachers’ changes in attitudes and beliefs towards emotional abuse and physical violence against boys and girls and gender equity. Further, we conducted a baseline and post-intervention study in two provinces in Cambodia between 2018 and 2020. This indicates that teachers from primary schools seem to benefit the most of the TPD in terms of performing less SRGBV. In secondary schools, the effects on performing emotional abuse or physical violence are not significant.