Scoping review finds uneven implementation of gender-based violence responses in Sub-Saharan African universities

A scoping review of 20 studies examining gender-based violence in public higher education institutions in Sub-Saharan Africa found that universities commonly have formal policies, awareness campaigns and support services, but implementation, enforcement and monitoring remain inconsistent. The review also identified low awareness of reporting mechanisms, distrust of institutional responses and limited evidence on the effectiveness of interventions.

The review, published in Discover Education in 2026, followed the five-stage framework developed by Arksey and O’Malley. The authors searched 13 electronic databases, including Scopus, ScienceDirect, MEDLINE, JSTOR, Google Scholar and Africa-Wide Information, for research published from January 2014 to October 2024. They also searched Google for grey literature and manually checked reference lists. Two reviewers independently assessed full texts, recorded exclusion reasons and resolved disagreements through discussion. Data were extracted with a standardised spreadsheet and analysed using inductive thematic analysis. Of 85 references initially identified, 20 studies met the inclusion criteria.

The evidence base was concentrated in four countries: 12 studies were from South Africa, four from Ethiopia, three from Zimbabwe and one from Zambia. Ten studies used qualitative methods, six used quantitative methods and four used mixed methods. Sample sizes ranged from 50 to 1,200 participants. Eighteen studies focused on students, while six included faculty and staff perspectives. The review therefore provides evidence primarily about public higher education settings in these countries, rather than a representative assessment of the entire region.

Included studies reported sexual violence, physical violence, emotional and verbal abuse, intimate partner violence, cyber violence and stalking. Women were reported to experience higher rates of victimisation, although the review notes that male students can also be victims and that their experiences may be underreported. Reported perpetrators included male peers, intimate partners, staff, faculty and non-students. The studies described hierarchical relationships between lecturers and students and between older and younger students, gender stereotypes, cultural norms, substance use, weak institutional policies, stigma and fear of reporting as contributing factors. First-year students and younger students were identified in some studies as particularly vulnerable.

Universities used several types of response. These included zero-tolerance policies, awareness and training programmes, social-media campaigns, university websites, campus materials, counselling and psychosocial support, medical and legal referrals, and reporting channels such as online systems, toll-free numbers, walk-in options and third-party reporting. Examples included the “No Excuse” initiative, the “Thuso 1777” abuse hotline and the “#SpeakoutUP” initiative. In South Africa, institutional efforts were also considered alongside the National Policy Framework to Address Gender-Based Violence in the Post-School Education Sector.

Student Representative Councils were involved in launching campaigns, linking students with university management and, in some cases, establishing dedicated portfolios for gender-based violence matters. Student-led initiatives included the Girls Against Sexual Violence and Abuse programme at Durban University of Technology, while some students advocated for first-year courses on femicide and discussion forums about violence against women. The review also described several multi-component programmes, including “Ntombi Vimbela!”, which draws on approaches such as Stepping Stones, Creating Futures, SASA! and EAAA.

Despite these initiatives, the review found that campaigns could be short-term or crisis-driven and that limited funding, inadequate staffing and insufficient management support could reduce their reach. Students and staff were often unfamiliar with policies or reporting procedures, while low attendance and student disengagement limited awareness activities. Reporting was deterred by fear of perpetrators, retaliation and re-victimisation, as well as stigma, shame, disbelief and lack of trust in institutional and legal systems. Some programmes also failed to address male survivors, staff victims or LGBTQI+ students adequately.

One of the review’s central gaps was the limited use of evidence-based interventions and standardised, integrated monitoring and evaluation tools. The absence of such tools makes it difficult to measure success and guide strategic planning, rather than establishing that programme effectiveness cannot be determined. The included studies also had limitations, including small samples in some cases, reliance on self-reported data and limited longitudinal information about long-term outcomes. The review was restricted to English-language publications, and the authors noted that non-English research may have been missed.

Future research should examine the barriers to policy implementation, develop strategies for enforcement and monitoring, and expand attention to distance education, administrative staff and other underrepresented groups. The review’s recommendations also call for accessible and confidential reporting systems, sustained funding, gender-inclusive interventions, engagement of men and boys in prevention, and stronger focus on perpetrators and cultural norms. These recommendations respond to the review’s finding that formal policies alone have not consistently translated into effective, trusted and inclusive institutional responses.

Subject of Research: Scoping review of gender-based violence prevention and management in public higher education institutions in Sub-Saharan Africa

Article Title: A scoping review of gender-based violence prevention and management strategies implemented within public higher education institutions in Sub-Saharan Africa

Article References: Mabena, K. M. E., & Gumede, D. (2026). A scoping review of gender-based violence prevention and management strategies implemented within public higher education institutions in Sub-Saharan Africa. Discover Education, 5(1), Article 941. https://doi.org/10.1007/s44217-026-01844-9

Image Credits: AI Generated

DOI: 10.1007/s44217-026-01844-9

Keywords: gender-based violence, higher education, Sub-Saharan Africa, scoping review, university policy, student support, reporting mechanisms, intervention evaluation, scoping, review, gender-based, violence