Uploaded April 2020 | Updated September 2026, 1 day ago
Evidence shows that children’s potential for academic achievement and social and emotional development are maximized when the school environment is positive, safe and nurturing with effective instruction; when teachers and children have a voice in school affairs; and when there are avenues for communicating about, responding to, and preventing violence (RTI International, 2016). Conversely, if a learning environment is not safe, then learners will either not come or not remain at school (Parkes & Heslop 2013; Leach et al., 2009; Dunne et al., 2013, Gennari et al., 2015; RTI International, 2013). Creating Safer Learning Environments (SLE) and reducing School-Related Gender-Based Violence (SRGBV) require actions that include all members of the school and community (UNGEI, WSA).
The USAID-funded Accelerated Quality Education for Liberian Children (AQE) Activity is designed to provide access to quality education to 48,000 children, aged 8-15, who have dropped out or have never been in school. The overall goal of the AQE Activity is for these learners to access and complete quality lower basic education and transition to the formal education system if age appropriate, and/or to other alternative programs. Improving learner safety in the school environment (including at, to and from school) is the overarching goal of AQE’s comprehensive approach to promoting SLE and reducing SRGBV. This will be achieved by reducing major risks through increasing vigilance of parents and communities, learners, teachers, principals and education officers, and facilitating improved reporting practices and structures.
(Part of the panel called: "It takes a village and a school: Combatting school-related gender-based violence in the classroom and community" tinyurl.com/yx6nsber).
Evidence shows that children’s potential for academic achievement and social and emotional development are maximized when the school environment is positive, safe and nurturing with effective instruction; when teachers and children have a voice in school affairs; and when there are avenues for communicating about, responding to, and preventing violence (RTI International, 2016). Conversely, if a learning environment is not safe, then learners will either not come or not remain at school (Parkes & Heslop 2013; Leach et al., 2009; Dunne et al., 2013, Gennari et al., 2015; RTI International, 2013). Creating Safer Learning Environments (SLE) and reducing School-Related Gender-Based Violence (SRGBV) require actions that include all members of the school and community (UNGEI, WSA).
The USAID-funded Accelerated Quality Education for Liberian Children (AQE) Activity is designed to provide access to quality education to 48,000 children, aged 8-15, who have dropped out or have never been in school. The overall goal of the AQE Activity is for these learners to access and complete quality lower basic education and transition to the formal education system if age appropriate, and/or to other alternative programs. Improving learner safety in the school environment (including at, to and from school) is the overarching goal of AQE’s comprehensive approach to promoting SLE and reducing SRGBV. This will be achieved by reducing major risks through increasing vigilance of parents and communities, learners, teachers, principals and education officers, and facilitating improved reporting practices and structures.
(Part of the panel called: "It takes a village and a school: Combatting school-related gender-based violence in the classroom and community" tinyurl.com/yx6nsber).
