










































 

EDUCATIO : Journal Of Education 
Volume 9 , Number 2, November 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

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The Influence Of Gender Centred Aggressiveness On The 

Academic Performance Of Learners:  Chishakwe Primary School 

In Mutare District 

 
Mapfunde Davie1, Mungomezi Nisbert2 

Zimbabwe Open University, Chitakatira Primary School 

mapfunded@zou.ac.zw 1, nisbertmungomezi1@gmail.com 2   

 

Accepted: 

10 August 2025 

reviewed:  

5 September, 2025 

Published:  

20 November 2025 

 

Abstract: This qualitative paradigm study sought to establish the influence of gender centred 

aggressiveness on the academic performance of learners at a school in Mutare District, Manicaland.  

Case study research design was used with a sample of 25. Interviews, focus group discussions and 

Existing Document Analysis were used to collect data. The purposive sampling technique was 

used.  The descriptive approach to present and analyse the results was used. The study revealed 

that gender centred aggressiveness has several negative effects on the academic performance of 

learners. It greatly contributes to poor academic performance of learners. It recommends that the 

government and stakeholders take drastic measures to eliminate gender centred aggressiveness. 

 

Keyword:  Academic, gender centred aggression, physical, emotional, psychological 

 

Introduction 

Gender-Centred Aggressiveness (GCA) is popularly referred to as Gender-Based Violence 

(GBV). GCA is any form of act of violence that may result in or is likely to result in physical, sexual 

or psychological harm or suffering to females and males on the basis of gender. The threat of 

Gender-Centred aggressiveness is pervasive and contributes to the end of childhood for millions 

of children around the world. It continues, effectively ending their childhoods and risking their 

future. Gender‐ Centred Aggressiveness occurs in every country in the world and across all 

economic and social groups. While both girls and boys are negatively impacted, girls are particularly 

vulnerable. These types of violent acts against children are specifically committed against their will 

and are based on gender norms and an imbalance of power in their relationships. The impact of 

Gender-Centred Aggressiveness has dynamic terrible effects in the education of children 

throughout the world. It is widely condemned for its crippling effects on the academic 

performance of learners. 

According to Andere (2018), Gender‐ Centred Aggressiveness (GCA) is a global 

phenomenon that knows no geographical, cultural, social, economic, ethnic, or other boundaries. 

It occurs across all societies and represents a brutal violation of human rights, the worst 

manifestation constructed discrimination and a major obstacle to the achievement of gender 

equality. It is tolerated and sustained by social institutions, including the school, the very place 

where we expect our children to be safe and protected. It is a serious obstacle to the right to 

education and learning, with implications for the ways that people understand and enact their social 

mailto:mapfunded@zou.ac.zw
mailto:nisbertmungomezi1@gmail.com


  
 

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lives and exercise their citizenship. Schools are social spaces within which the power relationships, 

domination and discrimination practices of the community and wider society are reflected. 

Alexander (2011) affirmed that School-Related Gender‐ Centred Aggressiveness (SRGCA) is a 

fundamental violation of human rights, particularly those of children, and represents a 

considerable barrier to participation in education, gender equity and to the achievement of 

Education for All (EFA). It prevents learners from reaching their potentials and achieving their 

goals. GCA can thwart the talents and ambitions of learners. Forms of Gender-Centred 

Aggressiveness are not fixed; they evolve to fit different times, circumstances and cultures. For 

example, in South Asia, a girl may be bullied for daring to snub a boy or for turning down sexual 

relations, or in Afghanistan for daring to be a teacher (Reuters, 2002), and in South Africa, jack 

rolling (gang rape) is a particularly horrific form of violence against girls. Some attacks are directed 

at schoolchildren and some take place on school premises. In Nigeria, Senegal and Benin beaten 

children and child victims of sexual abuse tend to be absent from schools, participate less in class 

and perform poorly. The major four types of psychological violence and abuse facing school girls 

are: verbal insult, degrading/humiliating, threatening and name-calling. These forms of gender 

violence greatly contribute to the dismal academic failure by learners. 

United Nations (2006) established that 91% of school children in Bangladesh reported 

having been physically punished and in India a study carried out across 13 states found out that 

more than half of children reported having been involved in different forms of sexual exploitation. 

Surprisingly in Swaziland, one-third of girls between ages13 and 17 revealed that their first sexual 

experience was forced and that it took place in their own homes (Fraser, 2012). A study by Save 

the Children (2013) in Yemen revealed that 31 per cent of school children were exposed to sexual 

exploitation. A similar 2008 study in Lebanon showed that 16 per cent of school children reported 

sexual exploitation, majority being girls. In a similar study in Peru, 169 teachers were prosecuted 

because of rape and other inappropriate behaviour against learners in 2007 alone. Gender‐ Centred 

Aggressiveness (GCA) has no boundaries and the cases are wide spread across the world. United 

Nations Girls' Education Initiative (UNGEI, 2013) discovered that, the trend has however been 

that, girls are most at risk of Gender‐ Centred Aggressiveness within and even outside school 

environment, but boys are also vulnerable. Due to sexual abuse many girls drop out of school due 

to teenage pregnancy, ill- health due to Sexually Transmitted Diseases and stigmatization. This is 

a huge blow to the education especially of the girl- child.   

Gender-Centred Aggressiveness is also affecting the academic performance of learners in 

Europe. Drob (2020) wrote, “Gender-based violence phenomena are widely spread in Romania, 

in rural regions especially”. According to the study of the National Institute for Public Health, in 

2018, 30% of Romanian children were affected by physical or sexual violence at some point in 

their life. The children are the ones to suffer the most. Firstly, they can also be victims of abuse 

that subsequently can transform into ugly secondary effects. Usually, boys become abusers and 

develop violent behaviour in school. Violence can affect the efficiency of children in school, 

children can become apathetic, anxious and don’t have an interest in anything. Leach and 

Machakanja (2003) reported that, the emotions that students express about School Related 

Gender‐ Centred Aggressiveness (SRGCA) show that both girls and boys are affected across all 

variables in roughly equal measure - averaging about 40 percent. Girls, however, report feeling 

more depressed than boys, indicating they do not feel as able to manage GCA effects. In schools 



  
 

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where sexual violence against girls is the norm, the education system itself may increase a girl’s 

chances of dropping out, interrupting her studies, experiencing an unintended pregnancy or 

becoming infected with HIV. A recent report from NGO Advisory Council (2011)) notes that: 

Left unchecked, sexual violence in schools has a negative impact on the educational and emotional 

needs of girls and acts as a barrier to attaining education. Rape and other forms of sexual violence 

place girls at risk of contracting the HIV/AIDS virus (which has in turn) taken its toll on the 

educational system and disrupted education, especially for girls (2001; 5).   The situation is bound 

to negatively influence these students’ school performance and career lives, let alone their 

emotional stability, physical health, and mental health at this early stage of life.  This will lead to 

their downfall in education.  

Violence and abuse can have serious detrimental effects on children’s health and well-

being and their ability to learn to their full potential. Kim, Jackson, Hunter, & Conrad (2009) 

expanded that, GCA can negatively impact school participation, learning levels and completion 

rates, and raises barriers to gender equality in education and wider society. Combating gender-

based violence in and around schools will help increase school attendance, enhance children’s 

quality of education and improve learning outcomes.  

Children who have been abused or bullied often experience low self-esteem and depression, 

which may lead to self-harm and risk-taking, and result in poor performance and disengagement 

from school. Sexual violence can have health consequences, including mental health problems, 

pregnancy and STIs such as HIV, all of which have a negative effect on education progress and 

well-being. Levin and Madfis (2009) pointed out that, youth reared in abusive environments are 

more likely to exhibit behaviours of concern. For example, adolescents are more likely to display 

a lack of interest in social activities, have lowered self-esteem, avoid peer relations, maintain 

unhealthy relationships, and exhibit increased rebellion and defiant behaviours in the school 

environment.  Levin and Madfis (2009) pointed out that, youth reared in abusive environments 

are more likely to exhibit behaviours of concern. For example, adolescents are more likely to 

display a lack of interest in social activities, have lowered self-esteem, avoid peer relations, maintain 

unhealthy relationships, and exhibit increased rebellion and defiant behaviours in the school 

environment.   

The attitudes of parents towards gender grounded violence among the learners impacted 

negatively on the academic achievement of learners. Githinji (2011) posited that some parents were 

the main culprits of GCA. Some parents apparently just turned a blind eye towards the gender 

centred aggression of their children as they took it as normal. In most sub-Saharan African 

countries, a women’s virginity is linked to her family honour.  A woman can either be forced to 

marry her attacker or killed by brothers or fathers for such an embarrassment. By being the abusers 

themselves or by being indifferent towards GCA, the parents directly or indirectly contribute 

towards the academic failures of their children. There were reported increases in Gender-Centred 

Aggressiveness during the Covid 19 pandemic in the Asia-Pacific region. According to Pinheiro 

(2006), in many Asia-Pacific countries, availability of quality services and prevention programmes 

depends largely on public funding and governmental priorities. Countries with limited resources 

often placed low priority on GCA prevention pre-pandemic, and GCA policies and programmes 

remained neglected during the pandemic response. Cultural sensitivity and sense of shame 

associated with being a victim of violence hinder children from reporting or seeking help, especially 



  
 

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in various Asian cultures. While their familiar social networks and access to existing services were 

limited due to COVID 19 pandemic, children found it even more difficult to reach out to help 

lines or other services that are unfamiliar to them.  

 

Methods 

Research Paradigm -Qualitative Paradigm 

The researchers adopted a qualitative research paradigm. Silverman (2011) defined it as a 

method that investigates the why and how of decision making and not just the what, where and 

how. Denzin and Lincoln (1994, p. 127) defined qualitative research as: as multi-method in focus, 

involving an interpretive, naturalistic approach to its subject matter. In this research, the qualitative 

research method was very useful as it helped in explaining in detail the influence of gender centred 

aggressiveness on the academic performance of learners at Chishakwe Primary School. Being a 

social phenomenon, the concept school related gender centred aggression could only be described 

by seeking views of the victims and their close associates such as fellow students, teachers and 

head teachers 

Research design 

The researchers adopted a case study design in order to orient or position the research 

problem. Ary and Jacobs (2010) purported that a research design is logical proof that helps the 

researcher to engage in different ways of the research. Cohen and Manian (2013) also asserted that 

research design is a strategy decided upon by a researcher; from his own guidance for determining 

answers to questions. Data was generated through interviews, focus group discussions and 

document analysis. The study was delimited to the qualitative paradigm and adopted a case study 

design.  This study used a case study in order to understand issues that are occurring at a particular 

place in detail so that recommendations will be made.  

Sample 

Shuttleworth (2009) explains that, a sample represents a subset of manageable size taken 

from the population size. Babbie (2001) states that, a sample represents the larger population and 

is used to make or draw conclusions about characteristics of the population without having to 

measure the entire population.  

For the purpose of this research, a sample comprised of twenty (20) learners: fifteen (15) of 

whom were girls and the other five (5) were boys, three (3) teachers from the school of study. 

These as well included 0ne (1) male and two females. Two (2) School Development Committee 

(SDC) members, one male and one female representing parents 

Data collection 

The guided interview questions were used for interviews with pupils, teachers and parents. 

Interviews and focus group discussions were done whenever teachers, learners and parents were 

free by appointment. The researchers first explained to participants the motive and procedure of 

the research and obtained their informed consent. The data collection took two weeks. 

 

 

 

 

 



  
 

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Result And Discussion 

Biographic data of participants  
TABLE 4.1: Description of Age along Gender Lines N=25 

 

     Teachers   Pupils      SDC TOTAL 

Age  & Gender F M F M M F M F 

10-19 years 
  

15 5 
  

5 15 

20-29 years 
      

0 0 

30-39 years 1 
     

0 1 

40-49 years 1 1 
  

1 1 2 2 

50-59 years 
      

  

Total           3        20         2      25 

 
The research information on the demographic data on Table 1 above, illustrated the 

participants’ age according to gender. The males and female teachers were from the age range of 

40-49 years while only one female teacher was in the age range of 30-39 years. The reason why 

more teachers were in the age group 40-49 was that these were senior teachers who were in the 

Child Protection Committee. They were very experienced and had handled several cases of gender-

centred aggression. The generated data reflected that among the teachers who participated in this 

study, there was only one male teacher. Apparently, there are more female teachers at the school 

than male teachers. On this basis, it made sense to involve more female teachers than male 

teachers.  However, the data from the SDC’s indicated that the participants were gender balanced. 

There was one male and one female. All students were in the age range of 10-19 years. The girls 

dominated because they were the majority at the school. Moreover they are the main victims of 

gender centred aggression. 

The different forms of gender centred aggressiveness among learners at Chishakwe 
Primary School in Mutare District 

The data generated from focus group discussions exposed that there are basically four types 

of aggressiveness. The group response was that the major forms of aggressiveness are physical 

violence, emotional violence, sexual violence and economic violence. The participants gave 

numerous examples of physical aggressiveness. The examples which were given were compiled as 

:scratching, pushing, shoving, throwing, grabbing, biting, choking, shaking, slapping, punching, 

burning,  beating, burning, kicking, assault with a weapon and strangling.  

The aggressiveness of physical violence was well explained  by McGee, (2000) who pointed 

out that physical violence is the intentional use of physical force with the potential of causing harm, 

injury, illness, disability or death. The UNIFEM (2011) report added that denying medical care or 

forcing alcohol and/or drug use and using other physical force is a form of aggressiveness. Physical 

violence can take the form of, among others, serious and minor assault, deprivation of liberty and 

manslaughter. Learners usually play truancy as they recover from injuries sustained during physical 

violence or as they fear physical violence at school. On this basis, they may lag behind others as a 

result of losing a lot of lessons. This make them perform dismally at school.  

 Apart from identifying the four forms of aggressiveness, the Guidance and counselling 



  
 

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Teacher 1 explained that emotional violence  is; mistreatment and undermining of a person’s self-worth. It 

normally involves psychological or verbal abuse and inducing intimidation. The examples of 

emotional violence include acts like: criticism, threats, insults, belittling comments and 

manipulation, shouting, insulting, humiliation, intimidation, isolation or withholding affection. The 

teacher’s explanation was almost similar to what UNIFEM (2011) disclosed. UNIFEM (2011) 

revealed that emotional violence is: belittling one's abilities; name-calling or other verbal abuse; 

damaging a person’s relationship with friends. Learners who are subjected to emotional violence 

will lose self-esteem, confidence and even academic interest. As a result, there academic 

performance will be badly affected. 

Sexual violence is one of the commonest forms of violence which has devastating impact 

on the academic performance of learners. Sexual violence is any sexual act committed against the 

will of another person, either when this person does not give consent or when consent cannot be 

given because the person is a child, has a mental disability, or is severely intoxicated or unconscious 

as a result of alcohol or drugs. Sexual violence can include the following: Sexual harassment, rape, 

human trafficking, female genital mutilation, child marriage, online or digital violence, 

cyberbullying and non-consensual sexting. 

The research gathered that, UNIFEM (2011) described economic violence as any act or 

behaviour which causes economic harm to an individual. Economic violence can take the form of, 

for example, property damage, restricting access to financial resources, education or the labour 

market, or not complying with economic responsibilities, such as alimony. Economic violence can 

take the form of, for example, property damage, restricting access to financial resources, education 

or the labour market, or not complying with economic responsibilities, such as alimony. Education 

obviously requires some money. But then, when the money is withheld from a learner, that learner 

will be affected negatively academically. 

How gender created violence impact on academic performance of victims of gender 
centred aggression at Chishakwe Primary School in Mutare District  

The existing documents report showed that Gender Centred Aggression retards intellectual 

and personal growth of learners. Child sexual abuse was detrimental to the child’s personal 

developmental growth. Violence and abuse being prevalent at schools is a major hindrance to the 

education of girls and negatively influencing their school performance. Leach and Machakanja 

(2003), buttressed that Gender centred aggression in the form of sexual intimidation, verbal abuse 

and physical assault was a significant contributor to irregular attendance and under achievement 

of girls in school. Ruto (2009) declared that, violence and abuse being prevalent at schools is a 

major hindrance to the education of girls and negatively influencing their school performance.  

Apparently girls are most affected by gender created violence. The girls are usually at risk of 

sexual and reproductive health problems such as contracting sexually transmitted diseases, spread 

of HIV/AIDS and high-risk pregnancies. Worse still, they may end up having: defiance; no 

discipline; poor school work; sleep problems; anxiety; anger; social isolation; withdrawal; apathy; 

hopelessness; suicidal ideas; lack of trust; lack of concentration; lack of interest (e.g. school); and 

poor self-esteem.  All these factors contribute towards poor academic performance of victims of 

gender centred aggression. To confirm the above findings one of the guidance & Counselling 

teacher echoed that 

Teacher 3: The result of violence shows adverse impacts indirectly and directly on the health of students 



  
 

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and their education and their organization. Their academic performance affected badly, they mentally remain 
disturbed. These factors lose the confidence of children and put their educational condition at the high risk. 

Schwartz & Davis, (2006) discovered that, in relation to academic functioning, children who 

experience higher levels of violence have lower abilities in reading, mathematics, and general 

knowledge. According to Bisika (2009), in a survey of gender centred aggression in Malawi, 61% 

of girls who experienced gender- centred aggression were affected in their school performance.  

Qualitative studies have shown that gender centred aggression contributes to learners poor 

performance and dropout. The chances of the learners doing well academically are hampered by 

gender centred aggression. Children who have been severely abused or neglected are more likely 

to experience learning difficulties and perform poorly at school, and at times end up dropping out. 

Girls subjected to GCA in the form of rape, forced or coerced sex can have early and unintended 

pregnancies and, as a consequence, an increased risk of their education being curtailed. 

Strategies implemented to minimise the occurrence of gender centred aggression to 
enhance academic performance of learners 

Teachers spend more hours with learners. In Zimbabwe, from grade 6 up to Advanced level, 

learners finish their lessons or sporting activities around 4pm. On this basis, it is noble to engage 

teachers more in the fight against GCA since they are the ones who spend more time with them. 

For them to do their work diligently and meticulously, teachers should be well motivated.  

The school head: Engage teachers as much as possible. Teachers and school administrators must be 
well-trained, equipped and supported to prevent and respond to gender centred aggression in and around 
schools. The performance of teachers in combating GCA can be effected by motivation which in general terms 
refers to incentives and remuneration. 

Closely linked to what the head said, The United Nations Girls’ Education Initiative 

(UNGEI) (2015) proposed that there should be a whole school approach. UNGEI (2015) charged 

that, the success of a whole school approach is dependent on actions at the school level and also 

on how well these are connected with national policy frameworks and ongoing systems of 

planning, reporting and monitoring that links schools with the provincial education departments. 

Parent 1 professed that the appropriate strategy to minimise the occurrence of gender 
centred aggression is: Addressing GCA requires working in partnership with communities (including 
parents) and stakeholders at all levels, including the judiciary, child protection authorities and the 
transportation sector. 

UNESCO (2016) noted that, the war against GCA does not require a single body. It requires 

the unity and co-operation of different stakeholders. The government should work with: teachers, 

parents, churches, Non-Governmental Organizations and the relevant ministries in finding 

solutions to ending GCA. The teachers and parents should work hand in hand with Non-

governmental Organizations such as Save The Child, Childline, DREAMS, FACT, Children 

Tariro, Youth Alive, etc, in the fight against GCA. They should also incorporate the help of 

ministry of health, social welfare, Victim Friendly Unit and Lawyers for Human rights. Dealing 

with such stakeholders will go a long way in doing away with GCA. 

 

Conclusion 

It was concluded that the existence of all the forms of gender centred aggressiveness 

adversely affects learners’ physical, emotional and psychological development. The wholesome 

development is greatly affected. Involvement of teachers and other stakeholders would greatly 



  
 

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assist in reducing GCA with collaboration and advocacy as key strategies in assisting change the 

scenario. 

 

 

 

Recommendations 

In light of the key findings of this study, the following recommendations were made with 

specific reference to policy makers; researchers and practitioners. 

Based on the study findings and conclusions, the following are policy recommendations of the 
study:  

• The government and other stakeholders should strengthen international, national, and local 
commitments to end violence against children; prohibit all violence against children in national 
law; promote non-violent values and awareness raising; enhance the capacity of those who 
work with or for children; ensure accountability and end impunity; and to take a range of other 
actions to prevent violence against children and to respond to it effectively if it occurs.  

• Engage teachers as much as possible. UNESCO has published two gender-sensitive reference 
materials to help teachers address school related gender centred aggression. The material 
clearly indicate the drastic measures that can be taken to prevent GCA. The performance of 
teachers in combating GCA can be effected by motivation which in general terms refers to 
incentives and excellent remuneration. Indeed motivation of teachers and children is one of 
the strategies for combating the GCA in schools.  

• There should be a multi-sectorial team approach to prevent and respond appropriately to 
GCA. There should be involvement of both gender in promoting a safe environment, 
information dissemination, education, communication, protection of victims, offering medical 
care and psychosocial care to victims.  

• It is recommended to plan regular family training programs to inform families about the 
relationship between family attitude and tenancy for violence, to strengthen the 
communication between parents and children, and to support and improve parenting skills of 
the parents. 

• The State has primary responsibility for preventing and responding to gender centred 
aggression by taking all necessary legislative, administrative, judicial and other measures to 
prevent, investigate and punish acts of gender centred aggression, whether in the home, the 
school, the community and provide adequate care, treatment and support to victims/survivors. 
The state must pass stiffer jail terms to perpetrators especially of sexual aggression. Longer jail 
terms will deter potential abusers from engaging in acts of sexual violence.  

• The state must take measures to eliminate all beliefs and practices that discriminate against 
women or sanction violence and abuse, including any cultural, social, religious, economic and 
legal practices.  

• There is  need more guidance and counselling sessions in classes to learners at any level, be it 
primary, secondary or even tertiary level. It is through guidance and counselling lessons that 
people learn to do away with negative social norms that fuel gender centred aggression. 

• The judiciary, child protection authorities, the transportation sector, and civil society 
organisations must be partners in addressing the vulnerability of children en-route to and from 
school grounds. 

• Campaigns, advocacy and lobbying can help efforts to prevent violence in schools by raising 
awareness and promoting better knowledge of children’s rights to a safe education. 



  
 

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• Strategies to eliminate GCA should be integrated into other school-based initiatives such as 
violence prevention in schools, children’s rights, gender equality and women’s and girls’ 
empowerment, HIV and comprehensive sexuality education, life skills or citizenship 
education, disaster preparedness and peace-building. 

• Education content, including curricula, textbooks, and pedagogy and classroom practices can 
be designed to be gender-transformative and promote peace, gender equitable norms, attitudes 
and behaviours. 

•  The government and donors should prioritize and expand financing to support programmes 
addressing GCA, especially among marginalized and under-served populations.  

School information outlets of all kinds can play a role in raising awareness about basic human 

rights, common learner challenges, problem management, and possible protective measures 

against GCA 

 

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