University based gender-based violence prevention in low-and middle-income countries: A scoping review. Oral Paper presented at the 25th Nursing Network on Violence Against Women International Conference, Phuket, Thailand, 2024

Abstract

Background: Gender-based violence (GBV) is a widespread public health issue, particularly in low- and middle-income countries (LMICs). In higher education institutions, GBV has specific and severe consequences, including interrupted education, lower grades, increased dropout rates, and disengagement. Addressing GBV in these settings is critical, as higher education plays a key role in developing leadership qualities, economic independence, gender equality, and policymaking.

Aim: This review aims to identify and synthesize the available evidence on GBV prevention interventions in higher education institutions in LMICs.

Methods: The search for relevant studies was conducted across eight scholarly databases, using keywords and controlled vocabulary to cover the three main search concepts. The results were exported to Covidence for duplicate removal and assessment. The review process involved three key steps: 1) screening articles by title and abstract for eligibility based on inclusion and exclusion criteria, 2) conducting full-text screening, and 3) extracting data from eligible articles using a standardized form. The extracted data included study characteristics, overall information, and details about the interventions.

Results: The review included 14 studies published between 2017 and 2023, representing 10 interventions. These interventions were primarily based in sub-Saharan Africa (n=5), with additional studies from South Asia (n=2), East Asia (n=1), Southeast Asia (n=1), and South America (n=1). The studies varied in their objectives and designs, the majority focused on education and awareness programs (n=8). Four studies included bystander approaches, three comprised training and capacity building interventions, and two involved community mobilization and policy reform. Most interventions targeted primary prevention (n=6), while some addressed both primary and secondary prevention (n=4). Notably, no interventions covered tertiary prevention.

Conclusions: This review offers a comprehensive overview of GBV prevention interventions in higher education institutions in LMICs. While there has been progress in implementing evidence-based interventions, the findings reveal significant variability in geographic focus, intervention approaches, and comprehensiveness. Substantial gaps remain in the literature, particularly strengthening tertiary prevention and supporting those who have experienced GBV. These insights can guide the development of effective interventions across different LMIC contexts.