CHINSALI DISTRICT, Zambia. In Chinsali District, Zambia, an empty desk in a classroom almost went unnoticed. For Friday Nkonde, Head Teacher at Tongotongo Secondary School, it told a different story. A girl who had never missed a lesson had simply stopped coming to school.
Nkonde traced her whereabouts. He discovered she had been forced into marriage. The discovery became a turning point in his career as an educator.
The case reflects a wider pattern of school-related gender-based violence in Zambia, one that teachers, government departments and international agencies are now working together to address.
Nkonde now understands that schools carry a responsibility beyond examination results. They must also protect children from abuse and harmful practices that threaten their education and future.
He credits the Connect with Respect training for sharpening his response to such cases. The programme is supported by the Spotlight Initiative and delivered with UNESCO and Zambia’s Ministry of Education under the Life Skills and Health Education Programme.
“I realised that while I took action, I did not fully follow the proper procedures because I lacked the necessary knowledge at the time,” Nkonde said, according to UNESCO. “Through Connect with Respect training, I now understand that there are clear steps to follow and specific authorities who must be involved.”
Nkonde is one of 300 in-service teachers in Chinsali District trained to identify, prevent and respond to abuse affecting learners. His training forms part of a wider rollout addressing school-related gender-based violence in Zambia across Eastern and Muchinga provinces.
So far, 1,200 teachers have completed the training across Chinsali, Isoka, Katete and Chipangali districts. Each trained teacher reaches roughly 70 students on average, meaning the programme touches an estimated 84,000 learners.
School-related gender-based violence in Zambia includes physical, sexual and psychological abuse that occurs in and around learning institutions. It is often driven by harmful gender norms and unequal power dynamics, whether between staff and pupils or among pupils themselves.
The consequences reach far beyond the classroom. Learners affected by abuse often struggle with attendance, mental health and long-term academic performance, which is why tackling school-related gender-based violence in Zambia requires sustained, coordinated action rather than one-off interventions.
The scale of the problem is significant. Zambia’s 2023 Gender Assessment Report found that more than 36 per cent of women and girls aged 15 to 49 had experienced physical violence at least once since the age of 15, a figure that underlines why school-related gender-based violence in Zambia is treated as a public health and human rights priority.
To respond, the Spotlight Initiative is running a multisectoral programme funded by the Embassy of Ireland. It is implemented jointly by the United Nations Population Fund, the United Nations Development Programme, UNESCO and the International Organization for Migration, working across Isoka, Chinsali, Katete and Chipangali districts.
Within the education sector, UNESCO is leading efforts to curb bullying and school-related gender-based violence in Zambia through teacher training and community engagement.
For Lute Banda, a teacher at Kenneth Kaunda Secondary School in Chinsali with 18 years of experience, the training reshaped how she views discipline.
“One of the biggest lessons for me was understanding that discipline should not simply be about punishment. It should guide, encourage and motivate learners to change their behaviour positively,” Banda said.
She said the session on mental health stood out most. “Learners are carrying many challenges that affect their attendance, behaviour and performance. Supporting learners means understanding what they are going through and creating a safe space where they can seek help,” Banda said.
Nkonde believes tackling school-related gender-based violence in Zambia cannot be left to teachers alone. He wants parents, traditional leaders and communities involved.
“I am passionate about protecting children. We need teachers, parents, traditional leaders and the wider community to work together so that every learner feels safe,” Nkonde said.
One story from the training stayed with him. A girl fell pregnant in Grade 10, returned to school, and fell pregnant again in Grade 11 because of continued vulnerability and a lack of support.
“That story changed me. I kept thinking: what if that was my own child?” Nkonde said. “Every learner deserves the same care and protection we would want for our own children.”
For Nkonde, addressing school-related gender-based violence in Zambia begins with everyday vigilance in the classroom. He now plans to orient fellow teachers and engage parents on learner protection, while Banda intends to champion positive discipline and raise awareness about mental health among staff and learners.
Banda also wants learners empowered with knowledge of their rights. “When young people learn to respect themselves and others, we build a more inclusive and respectful society,” she said.
Through the Spotlight Initiative, UNESCO and its partners are working to reduce school-related gender-based violence in Zambia and help schools become places of safety, dignity and opportunity rather than fear.
