Embedding violence prevention in existing religious and education systems: initial learning from formative research in the Safe Schools Study in Zimbabwe
Authors: Eldred Emily , Turner Ellen , Fabbri Camilla , Bhatia Amiya , Lokot Michelle , Nhenga Tendai , Nherera Charles , Nangati Progress , Moyo Ratidzai , Mgugu Dorcas , Nyakuwa Robert , Rank Sarah , Nyadombo Sister Annah Theresa , Devries Karen 
Published: April 2024

Background
Few interventions to reduce violence against children in Catholic Church affiliated schools have been tested for effectiveness. We describe learning from formative research on the development of a school-based behavioural intervention aiming to reduce teacher violence and bullying, which originated from and is embedded within Catholic-run primary schools in Zimbabwe. Specifically, we aim to 1) describe and document the process of intervention development and refinement, including efforts to embed the Safe Schools Programme into existing religious, child protection and education structures; 2) reflect on the opportunities and challenges of developing and integrating violence prevention within existing education and religious systems; and 3) discuss the implications for scalability and sustainability of violence prevention interventions.
Methods
We conducted sequential mixed-methods research to understand the context of intervention implementation, the acceptability of the intervention, feasibility of delivery and to refine both the intervention content and underlying intervention theory of change. This included Theory of Change workshops with all study partners at three time points, and focus groups, in-depth interviews, participatory workshops at two time points. Participants in qualitative research included school headteachers, teachers, school staff, priests, students, parents, local government education actors and child protection NGO staff. Qualitative data were analysed thematically.
Results
Findings reveal several challenges facing schools including low motivation of teachers due to high workload and inadequate school-based referral systems for child protection. Views on the acceptability of corporal punishment are polarised with some parents and teachers supporting its use despite the recent ban, presenting an opportunity for the intervention to support teachers move towards alternative discipline. Findings suggest that aligning intervention activities within existing structures within schools and using familiar teaching methods is an effective way to support teachers' workload and intervention acceptability. The intervention was refined in light of the qualitative findings and theory of change workshop reflections, which included: additional behaviour change engagement with teachers, an amendment of the school-based referral system, amendment of manual content for children, and streamlining of materials with existing workload.
Conclusions
Interventions designed by ‘insiders’ at institutions such as the Catholic Church, have huge potential for implementation at a large scale due to systems and context expertise, pre-established relationships, and alignment with stakeholder priorities. However, such interventions should be mindful of power hierarchies and providing adequate support to equip actors with violence prevention expertise. Future research on violence prevention interventions designed by religious institutions and their implications for future scale-up and sustainability is recommended.