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A hundred and fourteen years ago, for the first time ever, more than one million men and women attended International Women’s Day (IWD) rallies campaigning for women’s right to work, vote, be trained, hold public office, and end discrimination. Notably, this year also marks the thirtieth anniversary of the unanimous adoption of the , which was supposed to be a turning point for gender equality.   

Over the last hundred years, we have gone through several themes, rallies, and campaigns, but the essence of this day has remained with us—a world where women and girls have equal opportunities to survive, thrive, and participate in society. Unfortunately, gender-based violence (GBV) continues to be a major barrier to these equal opportunities, stripping women and girls across the world of their safety, dignity, and rights to education and empowerment. 

This year’s IWD presented another opportunity for us to amplify the voices and stories of student and young people who have experienced violence online and within institutions of learning. Like Nelson Mandela said, “Education is the most powerful weapon which you can use to change the world”. But what happens when the institutions within which people get educated are undermined by violence and abuse? 

In the last month, the Healthy and Safe Space, School & Self working group of the SDG4 Youth & Student Network conducted a survey to collect the stories of students and young people aged 18 and over who have ever experienced GBV in school. Through these stories, survivors, regardless of the region where they are located, reveal the deep-seated trauma and pain that they have to live with long after experiencing this violence. It is impossible to do justice to the theme of this year’s IWD without considering the impact of GBV on students and young people in learning institutions, including online.

According to , more than 246 million children are subjected to GBV in or around schools every year. GBV, whether occurring online or in school, has far-reaching physical, psychological, and educational consequences. It is a threat to all of the , which are learning to be, learning to know, learning to do, and learning to live together.  

Schools are often the location of the of sexual violence, and survivors of School-Related Gender-Based Violence (SRGBV) have reported negative feelings towards school following their experience of GBV.  

One respondent shared: “I hated coming to school because I knew I would be humiliated once more, not because of the curriculum. I was always afraid that I might be bullied again, even when I wasn't. It was mentally draining. I kept replaying those instances in my mind because I couldn't get the embarrassment out of my head. No matter how much time went by, the recollection would always be there. Years later, I still harbour hatred and hate against the people who made me feel so insignificant.” 

Another respondent shared with us how experiencing violence in school impacted her grades and other aspects of her life. In her words: “At school, I was struggling a lot with grades, though I passed every year, I was exhausted and felt like I had aged way faster than any of the people my age. I felt like I constantly had to think ahead, anticipate every move, every hour, so that I wouldn’t be somewhere alone or without witnesses just in case the touching became more.” 

Yet, a negative relationship with school or learning is not the extent of the damage. When a student is subjected to GBV, there are short and long-term consequences for their physical, mental, sexual, and reproductive health. Our respondents reported a diverse range of psycho-emotional consequences of their experiences, from feeling unsafe and isolated to experiencing anxiety, depression, and low self-esteem.  

A respondent reported that: “I don't like to show my body, or sometimes I feel that my body doesn't fit in society.” For another respondent, she carried a feeling of powerlessness against her abuser with her.  In her words, “the constant harassment and bullying took a significant toll on my emotional well-being. I often felt anxious, fearful, and isolated. The hurtful comments and actions made me doubt my self-worth and left me feeling vulnerable and powerless. It was a rollercoaster of emotions—ranging from anger and frustration to sadness and helplessness.” 

It is important to mention that while GBV disproportionately affects women and girls, boys and men also experience it, often in different ways, such as through physical violence or corporal punishment. 

As regards the support received while facing GBV, experiences are varied. While some survivors found no support and are still seeking out ways to heal, some survivors have channelled their experiences into creating the support that they desired, and others are happy to observe the progress that is being made in the institutions that once failed to protect them.  

One respondent wrote: “In our school, gender-based violence had been a silent issue for far too long. However, a turning point came when a brave student came forward to share her experience of harassment. Her courage ignited a movement that would forever change our community's approach to GBV.” The school established safe spaces where students could share their experiences without fear of judgment or retaliation. These spaces were staffed with trained counsellors who provided emotional support and guidance. Peer support groups were also formed, allowing students to connect with others who had faced similar challenges.  

This testimony not only highlights the change that we can inspire by speaking up either as part of a community or as survivors of GBV but also reflects a willingness on the part of institutions to change when confronted by the consequences of normalising violence.  

When asked what message they would like to share about preventing and responding to GBV online as well as in schools and learning institutions, respondents shared many messages of hope. One of them encouraged to “teach students the importance of valuing women in all their forms and colours. Show cases of girls who have suffered bullying and how this affects them all their lives and, above all, offer psychological help to the bullies so they can stop doing this.” They also called to “create awareness on GBV in schools because most students don't know what to report as GBV or harassment.”&�Բ�����; 

In spite of their pain, their greatest desire is that other students, particularly women and girls, do not experience what they have gone through. In a passionate response, a survivor says, “Listen, watch, report. Closing eyes and doing as if the problem doesn’t exist is the biggest mistake one can make. I’ve suffered 20 years of my life because of bullying and harassment, I wish my children would never have to face what I went through. Educate boys and men, create awareness around the topic, and open more dialogues between sexes. Use my story and the million more you can find to spread awareness and flip the script.” 

Their messages are full of hope, but hope can sometimes be short-lived. This year’s IWD is being celebrated amid worsening crises around the globe and reductions in financing for development.  

Today more than ever, it is important that we continue to hold on to the messages of survivors, while we amplify their stories.  

We have fought many battles and recorded many victories, but we still have a long road ahead of us. As we celebrate yet another IWD event, we ask these crucial questions: For how much longer do we have to fight for our rights and the equality and empowerment of all women and girls? For how much longer will students, particularly young women and girls, have to experience violence in the very spaces that are meant to keep them safe? Because ten years from now, we should not have to look our students in the eyes and say, ‘This has always been the reality for learners’. 

This article was written by Taibat Hussain, member of the SDG4 Youth & Student Network and Co-Chair of the Network’s Healthy and Safe Space, School & Self Working Group, with many thanks to all the WG members and network members who contributed to the campaign. 

The article is based on a survey published online by members of the SDG4 Youth & Student Network and disseminated through various digital platforms. This approach allowed to collect the experiences of students and young people regarding GBV, including experiences of harassment, bullying, and violence occurring within educational settings, as well as positive responses and solutions that have brought about change. Testimonies were gathered anonymously from girls and women aged 18 and above across Africa, Latin America and the Caribbean, Europe and North America.