Imagine a teenage girl standing at the gate of a school in Dhaka—hesitant to enter. The place that was once a joy to learn has now become a place of fear for her. The whispered comments, the ridicule, and the daily stress are hurting her from within. She endures it all in silence, afraid to complain. Sadly, her story is not alone; countless students still face violence, harassment, and discrimination, proving that schools are not always a safe place for everyone.

Education is often described as a fundamental pillar of social development — a space where young minds grow, confidence develops, and future leaders are shaped. Schools are meant to be places of safety, curiosity, and opportunity. Yet for millions of students around the world, educational institutions are not always safe environments. Instead of learning without fear, many students experience discrimination, harassment, and violence within the very spaces designed to protect them. School-Related Gender-Based Violence (SRGBV) is currently considered one of the most serious challenges in the global education system, which poses a major obstacle to ensuring the quality and equality of education.

School-based gender-based violence refers to all behaviours that occur in or around educational institutions that are based on gender, sexual identity, social role or power inequality. It includes physical abuse, sexual harassment, psychological pressure, derogatory comments, bullying, cyberbullying and gender-based discrimination. According to UNESCO, this violence is not only direct injuries; Rather, it includes behaviour that undermines the safety and dignity of students and makes the learning environment hostile.

Global statistics paint an alarming trend in the prevalence of SRGBV. International reports show that more than 246 million children and adolescents experience violence in or around schools every year. At the same time, about 150 million girls and 73 million boys have experienced sexual violence at some point in their lives. Studies conducted in different countries have found that between 20 and 66 percent of students are regularly bullied, indicating a deep crisis of insecurity in educational institutions.

There is a deep influence of social and cultural structures behind this violence. Patriarchal mindsets, gender stereotypes, power inequalities and socially established discriminatory ideas normalize violent behaviour in schools. In many cases, dominant behaviour by boys is encouraged and silence is expected from girls, which reduces the tendency to report complaints. In addition, the lack of adequate training for teachers and administrators and the absence of clear policies further compound the problem.

The impact of SRGBV on students’ lives is profound and long-lasting. Experiencing violence creates fear, anxiety, frustration, and a lack of self-confidence, often making students reluctant to attend school. This insecurity not only reduces attendance and increases dropout rates but also significantly lowers academic performance and limits future employment opportunities. Gender-based violence particularly disrupts girls’ education, as many families stop sending them to school out of safety concerns. This deepens gender inequality, hampers efforts to achieve educational equality, and slows overall social development.

This issue is also increasingly being discussed in the context of Bangladesh. Analysis published in the national media shows that sexual harassment, victim-blaming, and a culture of social silence still remain major obstacles in educational institutions and campuses. Despite the High Court’s 2009 guidelines against sexual harassment in educational institutions, enforcement remains weak. In many cases, even when complaints are filed, victims do not receive justice due to the lack of effective investigation or redressal mechanisms. This situation creates distrust among students and questions institutional accountability.

International organisations have emphasised integrated policies to address this crisis. UNESCO, UN Women and Plan International have identified zero-tolerance policies, safe complaint mechanisms, gender-sensitive curricula and teacher training as very important in educational institutions. These initiatives aim to prevent violence, protect victims and ensure accountability.

The role of teachers is crucial here. If teachers can identify the signs of violence and respond sensitively, many incidents can be prevented at an early stage. At the same time, school administrations should introduce counselling services and provide a safe and confidential complaint system for students. Teacher leadership is essential in creating a culture of respect and equality in educational institutions. The role of society and family is no less important. The values ​​of gender equality, mutual respect and compassion need to be taught from the family. The formation of peer-support groups among students, awareness programs and student-led initiatives can play an effective role in preventing violence. Breaking the social silence and developing a compassionate attitude towards victims is essential for long-term change.

Ending school-based violence is an urgent policy and legal obligation; it is a question of human rights, social justice and sustainable development. Ensuring safe learning environments means building a future where every student has the opportunity to learn in a fear-free environment. Education can fulfil its true purpose only when every classroom guarantees safety, dignity and equality. Therefore, the joint efforts of governments, educational institutions, families and society to prevent SRGBV can be the only way to create a safe and inclusive education system.