Abstract
This study aimed to assess the understanding of early-career educators with one to five years of teaching experience on the topic of school-related gender-based violence (SRGBV) and gather suggestions for improving their knowledge and practices. SRGBV is a pervasive issue in South Africa that can have serious physical, emotional, and academic consequences for learners. Lesbian, gay, bisexual, transgender, queer, intersex or asexual (LGBTQIA) learners or those who do not adhere to gender norms are particularly vulnerable to SRGBV. In-depth interviews with seven early-career educators were conducted to explore their knowledge of SRGBV. The school did not have a specific SRGBV policy, but one on bullying, and the educators (who taught Grades R to 7) focussed on their understanding of bullying. The findings revealed that the educators had little knowledge of SRGBV, not recalling encountering the term before. A few were aware of the bullying policy and the enforcement thereof. The educators also suggested several strategies for improving their own knowledge and practices, such as professional development opportunities and increased support from school administrators. Overall, this study highlights the need for ongoing training and support for early-career educators to effectively address SRGBV and create safe and inclusive learning environments for all learners.
Key words: Early-career educators, policies, primary school, procedures, school-related gender-based violence.