TEENEGE SEXUAL HARASSMENT AND STUDENTS’ ACADEMIC PERFORMANCE.

A CASE STUDY OF NYAHUKA SUB COUNTY,BUNDIBUGYO

DISTRICT

BY
NAMARIA MBAWANI
2022-04-10129

A RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR AWARD
OF DIPLOMA IN EDUCATION OF KAMPALA
INTERNATIONAL UNIVERSITY

JANUARY, 2024

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 DECLARATION
I declare that this research report is my original work and has never been submitted to any
Institution or University for any award.

……………………………… ……………………………….
NAMARIA MBAWANI DATE
2022-04-10129

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 APPROVAL
I approve that this research report has been completed under my supervision and is now ready for
submission to the Faculty of Education.

…………………………………………
MR. MUGISHA ANDREW
(SUPERVISOR)

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 DEDICATIONS
I dearly dedicate my work to my dear husband Mr. Byomuntura Vincent, my children Mukama
Vian Timothy, Makuni Avi Gabriel, Kusiima Abyo Josiah and Kukunda Viria Eden.

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 ACKNOWLDEGEMENTS
I solemnly acknowledge the gift of life from God, without life everything is meaningless. Special
thanks to my University supervisor Mr. Mugisha Andrew for his tiresome professional effort
that has seen this work come to conclusion, My lecturers at Kampala International University, and
all my fellow students.

Am so happy to my teachers, staff teaching and non-teaching staff for allowing me time to attend
to my studies.

May almighty God bless you.

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 TABLE OF CONTENTS
DECLARATION.................................................................................................................................ii
APPROVAL........................................................................................................................................iii
DEDICATIONS..................................................................................................................................iv
ACKNOWLDEGEMENTS................................................................................................................v
CHAPTER ONE....................................................................................................................................1
INTRODUCTION.................................................................................................................................1
1.0 Introduction...................................................................................................................................1
1.2 Problem statement...........................................................................................................................2
1.3 Purpose of the study........................................................................................................................3
1.4 Objectives of the study....................................................................................................................3
1.5 Research questions..........................................................................................................................3
1.6 Scope of the study...........................................................................................................................4
1.6.1 Content scope...............................................................................................................................4
1.6.2 Geographical scope.......................................................................................................................4
1.6.3 Time scope...................................................................................................................................4
1.7 Significance of the study.................................................................................................................4
CHAPTER TWO...................................................................................................................................5
LITERATURE REVIEW......................................................................................................................5
2.0 Introduction...................................................................................................................................5
2.1 Causes of sexual harassments among pupils....................................................................................5
2.2 The impact of sexual harassment on pupils academic performance.................................................7
2.3 Measure to prevent sexual harassments in schools........................................................................10
CHAPTER THREE.............................................................................................................................15
RESEARCH METHODOLOGY........................................................................................................15
3.0 Introduction...................................................................................................................................15
3.1 Research design.............................................................................................................................15
3.2 Target population...........................................................................................................................15
3.3 Sample size and sampling techniques............................................................................................16
3.4 Research instruments.....................................................................................................................16
3.5 Validity of data collection instruments..........................................................................................16
3.6 Reliability of data collection instruments......................................................................................17
3.7 Data collection procedures.............................................................................................................17
3.8 Data analysis techniques................................................................................................................17
3.9 Ethical Consideration....................................................................................................................17
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CHAPTER FOUR...............................................................................................................................18
PRESENTATION INTEPRETATION AND ANALYSIS OF THE RESULTS................................18
4. O. Introduction..............................................................................................................................18
4.1 Background characteristics of the respondents..............................................................................18
4.2 Causes of sexual harassment.........................................................................................................20
4.3 Impact of sexual harassment on pupils performance..........................................................20
4.4 Strategies for improvement of performance of science subjects...................................................21
CHAPTER FIVE.................................................................................................................................22
CONCLUSION AND RECOMMENDATIONS.................................................................................22
5.0 Introduction...................................................................................................................................22
5.1 Conclusions............................................................................................................................22
5.2 Recommendations..................................................................................................................22
References...........................................................................................................................................23
APPENDIX I..........................................................................................................................................28

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 CHAPTER ONE
INTRODUCTION

1.0 Introduction
This chapter presented the back ground, problem statement, objectives of the study, research
questions, hypothesis, and significance of the study and the conceptual framework.

1.1 Back ground to the study

Education has a pivotal role in nation as well as individual character building. It is a life line
for any society and nation. Education of a child needs multidimensional efforts. Students,
teachers, institute and parents all have their importance in their process of learning. Parental
level of education is such a motivating force for a child which paves the way for his/her
future. It is an admitted fact that the children of educated parents are more confident,
resourceful and experienced than the children whose parents lack education. Jencks (1972)
says that the family plays an important role in formal and informal education. Family
characteristics represent a number of variables like education, income, beliefs, occupation,
size of family also have implication on the performance of children.

The connection between sexism and harassment cannot be stressed enough. Victims often ask
themselves what they have done wrong, what part of the problem they own, what they have
done to contribute to sexual harassment, what they have wrongly observed and to what they
have silently given consent. Sexual harassment often occurs where in the eyes of male
colleagues the woman's sex role overshadows her role as an employee or a role model. It is
against this backdrop of women's history that sexual harassment has been silenced for years
and continues to pose a problem. It must be kept in mind that learning institutions are not
only vehicles for teaching learners but remain a workplace for educators as well.

Whereas sexual harassment often begins in elementary school it often escalates in high
school, both in frequency and type, as students progress through school to tertiary
institutions. This phenomenon has been described as a "disturbingly prevalent trend."Sexual
harassment at universities has been understood as the exercise of power by specific
individuals, and it has been dealt with via insufficient policies and grievance procedures.
From an article written by Linda Eyre from the University of Brunswick, it is clear that this
problem is far greater than the mere deviance by individual students. It is alleged that pupils’

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voices are silenced in schools and communities by those that hold powerful positions and that
due to confidentiality clauses this serious problem has not received the attention it should.

Catharine MacKinnon (2017) described the harassment of students, especially female

students, as a form of violence against women and coined the term "sexual harassment." The
book "The Lecherous Professor"refers to a survey of the Fortune 100 scools in which it was
found that 90 percent of the top 100 schools had received sexual harassment complaints,
more than 30 percent had been sued, and 25 percent had been sued more than once. The same
problem was experienced by all - the lack of a mechanism that would encourage victims to
come forward and use the system. It is argued that the number of formal and informal
complaints remains minuscule in comparison with the total number of incidents of sexual
harassment, either in the workplace or in schools or universities.

In developed countries perspective, High incidences of harassment have been found among
college students in America, Britain, and Austria while a very small percentage of such
transgressions have been reported. Similar statistics in South African universities are not
available, the problem is therefore managed in a void. The position in schools is more
alarming.

In Africa, a case of In South Africa it has been found that 30 per cent of girls are raped at
school and that male learners and educators are the main culprits. Not only is the magnitude
of this problem gravely underestimated, but the effect of sexual harassment on learners has
also not been managed properly. The authors argue that the focus is on avoiding legal
responsibility and accountability, rather than on being proactive. The historic invisibility of
sexual harassment in education can be attributed to the wrongful silencing thereof.

In Uganda and Nyahuka county, Public schools have thus with the same problem being
labeled rural based, low income schools hence lacking adequate education packages to
safeguard victims of sexual abuse. This has further created a psychological gap in terms of
thinking among students between awareness, defending their rights as well as performing
well in the long run.

1.2 Problem statement

Sexual harassment in the education sector is a burning issue, both in Uganda and in foreign
jurisdictions. However, because of the lack of reliable statistics, this issue has had to be
managed in the dark in most of rural school settings. The Commission for Conciliation,

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Mediation and Arbitration (CCMA) does not keep separate statistics for sexual harassment
cases. The history and sociology underlying sexual harassment have been disregarded to a
great extent due to the emphasis that is being placed on avoiding liability. Sexual harassment
in schools despite of strongly being condemned by government. NGOs, civil society
organizations, it has continued in a way of expressing and confirming masculinity within a
marginalized age and gender order. Elementary schools are no longer the ivory towers of the
past. They have become a breeding ground for unfair discrimination and victimization on
sexual grounds. Gender stereotyping is one of the main reasons for the high number of sexual
harassment cases reported in the education sector in Uganda and other jurisdictions. Only if
the socio-political, historical and cultural factors underlying this phenomenon are fully
understood can sexual harassment ever be eliminated. The study therefore sought o dig deep
into the causes of social harassments in schools, its impact of pupils performance and
suggesting measures to curb the vice.

1.3 Purpose of the study

The general purpose of the study was to investigate the effects of sexual harassment on
students academic performance a case study of Nyahuka Sub County, Bundibugyo District.

1.4 Objectives of the study

The study was be guided by the following objectives;

(i) To find out the causes of sexual harassments among pupils in Nyahuka Sub County,
Bundibugyo District.
(ii) To find out the impact of sexual harassment on pupils academic performance in Nyahuka
Sub County, Bundibugyo District.
(iii) To suggest the measures to prevent sexual harassments among pupils in Nyahuka
Sub County, Bundibugyo District.

1.5 Research questions

(i) What are the causes of sexual harassments among pupils in Nyahuka Sub County,
Bundibugyo District ?
(i) What is the impact of sexual harassment on pupils academic performance in Nyahuka
Sub County, Bundibugyo District.
(ii) What are the measures to prevent sexual harassments among pupils in Nyahuka Sub
County, Bundibugyo District.

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1.6 Scope of the study

1.6.1 Content scope

The study was limited to the effects of effects of sexual harassment on students’ academic
performance a case study of Nyahuka Sub County, Bundibugyo District.

1.6.2 Geographical scope

This study was carried out in Nyahuka Sub County, Bundibugyo District south western
Uganda. Nyahuka Sub county is located in the western part of the district, It neighbours with
Bubandi Sub county in the East, Busaru Sub county in the west, Mirambi Sub county in the
North and Bundingoma Sub county in the South

1.6.3 Time scope

The study covered a period of 5 years i.e. since 2017 up to date. This time give the researcher
adequate information concerning the changing trends concerning sexual harassment and
pupils academic performance.

1.7 Significance of the study

The following are expected benefits from the study to the future users;

The study will help the school directors, administrators and other organizations to note with
concern the relationship between parents’ education levels and education service delivery and
create an environment focused on clear objectives.

The research will contribute largely to the already existing scholarly knowledge regarding
low parents’ levels and pupils performance.

The study will also act as an eye opener to other researchers to investigate deep in the field
of how low education levels parents and pupils performance.

To the community, the study will help the community know their significance in contributing
to education uplift and struggle amidst varying education levels.

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 CHAPTER TWO
LITERATURE REVIEW

2.0 Introduction
This chapter mainly dealt with the analysis of the existing literature on the subject matter. In
this case, the researcher examined the knowledge of various scholars generated on the impact
of parental education levels on pupils performance.

2.1 Causes of sexual harassments among pupils.

Sexual development of the youth has increased in the society and public health concerns of
all involved. This is because of the increased access to various media by the youth leading to
higher consumption of television programs and information (Braun-Courville & Rojas,
2009). Smith (2009) stated that one area of life in which the decline of traditional values is
obvious is in the area of sexuality. One major change has been the acceptance of pre-marital
sex in a loving relationship. Sexual relationship is on increase and common in most of Africa
schools (Jones & Espey, 2008). The trend is gradually changing and the incidence of student-
adolescents’ or youths’ engaging in sexual

relationship is high and may constitute problems including social, health and academic.
Students’ sexual activity has resulted into increased cases of unplanned pregnancies, poor
academic performance, and eventually school dropouts (Mlyakado, 2013). Risk taking is
common and expected in adolescence. Across the lifespan, adolescence is the time of greatest
risk taking (Chick & Reyna, 2012). While understanding or even over-estimating the
likelihood that an action will result in harm, adolescents may place higher value on the
benefits that might come from taking a particular risk. Adolescents are more responsive to the
rewards of risk (such as peer approval), may be less sensitive to feeling the ill effects of
substance use (such as hangovers), and are still developing the capacities for judgment and
self-control (Institute of Medicine [IOM] & National Research Council [NRC], 2011).
Cohabitation among undergraduates of opposite sex is a predisposing factor to the initiation
of sexual activities (Ogungbamila, 2013). Cohabitation results in two independent people
almost like roommate, who are sexually involved, instead of being committed to one another
for the rest of their lives (Rena, 2013). Cohabiting students will often engage in unprotected
sex which could result to sexually transmitted infections and the much-dreaded HIV/AIDS
diseases (Ogunsola, 2011). According to Arisukwu (2013), cohabitation has serious health
effect on the female students who may indulge in the use of oral contraceptive in order to

5
avoid unwanted pregnancy which may truncate their educational aspirations. Should
pregnancy occur, such female students are more likely to seek abortion as an alternative
(Arisukwu, 2013).

This has serious health challenges for such students who may visit quack doctors and medical
practitioners without adequate experiences and qualifications. Another factor which can
influence adolescent’s sexual behavior is peer pressure. Peer pressure is the influence on an
individual who gets encouraged to follow others by changing their attitudes, values or
behavior to conform with those of the influencing group or individual either positively or
negatively. A peer could be any one you look up to in behavior or someone who you would
think is equal to your age or ability (Hardcastle, 2012). On the other hand, the term pressure
implies the process that influence people to do something that they might not otherwise
choose to do. Children try to get in touch with their peers as early as the age of seven
(Muratore, 2008).

Sexual violence is a complex problem driven by a multitude of factors at the level of

individuals, relationships, family, community and the broader society. Risk factors identified
by research included poverty, economic decline, rapid social change and failure of
governments to abide by human rights agreement and treaties (Lalor 2004; Leach 2003).
Moreover, gender relations are central to understanding sexual violence. Numerous studies
point to patriarchy, masculine hegemony and heteronormativity as contexts in which sexual
violence is perpetuated, tolerated and even normalised (de Lange, Mitchell, and Bhana 2012).

Schools play a highly important role in socializing children and young people about gender
relations and sexuality. Based on a study in Uganda, Muhanguzi (2011) suggests that
‘schools offer a vigorous social cultural discursive environment in which students’ interaction
is characterized by gendered sexual expectations and power imbalances with deep-seated lack
of female sexual autonomy in sexual relationships, compulsory heterosexuality and sexual
exploitation of females’ (716). Based on her study in Ghana, Malawi and Zimbabwe, Leach
(2003) reports that abusive behaviour towards girls by older boys and male teachers is
widespread and institutionalised. Students are socialised within a school culture that tolerates
and ‘normalises’ gender-based violence.

An in-depth discussion on the myriad causes of sexual violence in schools is beyond the
scope of this article, but it is helpful to outline in broad strokes some of the most significant
factors. Social and cultural norms that entrench patriarchal gender relations and perpetuate
discrimination and inequality of girls are underlying causes of gender-based violence
generally, and contribute to the often systemic nature of sexual violence in schools. The
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imbalance of power between girls and male teachers and staff members in positions of trust
and authority is particularly significant. A UNICEF study of West and Central Africa
concluded that the most frequently-cited situations of sexual abuse in the 23 countries are
based directly on the position of authority occupied by teachers’

Poverty is also a notable factor. As noted above, studies have found that some girls engage in
transactional sex with teachers under economic pressure in order to afford school fees or
obtain spending money, or to secure good grades. As outlined above, institutional
weaknesses within the education system, such as severely under-resourced schools, underpaid
and undertrained teachers, poorly-designed school grounds (with toilets or hostels in isolated
areas, for example), poor disciplinary standards and a culture of impunity for sexual
misconduct by both students and staff, are major contributing factors.

2.2 The impact of sexual harassment on pupils academic performance.

However, sexual violence is treated with secrecy, and young women in particular tend to
choose silence to avoid being regarded as indecent (Kebede, Hilden, and Middelthon 2014).
It is also considered shameful to disclose family matters and ‘personal humiliation’.
Consequently, incidences of sexual violence are rarely brought to justice. Another reason for
underreporting sexual violence relates to the weaknesses in the law enforcement system
(Gossaye et al. 2003). Thus, girls and women grow up in a society in which sexual violence is
widespread and fostered by a culture that reinforces men’s superiority over women (Berhane
et al. 2001). This leaves very limited space for young girls to openly speak about their
sexuality. Consequently, there have been very few studies so far on the topic in Ethiopia
(Gossaye et al. 2003).

Sexual harassment is problematic in a unique and corrosive way in that it strips away an
individual’s identity, reduces the quality of working life, creates barriers to full and equal
participation in employment across the life course and imposes costs on organisations.
Experiencing sexual harassment often represents a turning point in the lives of workers,
altering their progression through life-course sequences and hindering positive career and
personal outcomes. Evidence indicates that sexual harassment continues to be experienced
mainly by women, but also by some men, and that those who experience it are often reticent
to report the problem or seek assistance. Organisational and regulatory strategies are
fundamental in creating an organisational climate that discourages sexual harassment,
however, to date, these strategies have been less than effective.

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Girls were more likely than boys to say that they have been negatively affected by sexual
harassment a 1nding that con1rms previous research by AAUW (2001) and others. Not only
were girls more likely than boys to say sexual harassment caused them to have trouble
sleeping (22 percent of girls versus 14 percent of boys), not want to go to school (37 percent
of girls versus 25 percent of boys), or change the way they went to or home from school (10
percent of girls versus 6 percent of boys), girls were more likely in every case to say they felt
that way for “quite a while” compared with boys. Too often, these negative emotional e2ects
take a toll on students’ and especially girls’ education, resulting in decreased productivity and
increased absenteeism from school (Chesire, 2004).

0us, although both girls and boys can encounter sexual harassment at school, it is still a
highly “gendered phenomenon that is directly and negatively associated with outcomes for
girls” (Ormerod et al., 2008). “THAT’S SO GAY” Gender harassment is a significant part of
the sexual harassment problem in schools. In this type of harassment, students are targeted for
failing to follow norms that are typical for their gender. For example, a boy who wears
colorful clothing might be called “gay,” and a girl who plays sports might be called a
“lesbian.” In this type of harassment, students police other students’ behavior and enforce
gender stereotypes.

Bullying And Sexual Harassment Sexual harassment in school is sometimes considered a

form of bullying (Ashbaugh & Cornell, 2008; Brown et al., 2007). Indeed, both terms refer to
harming a peer or subordinate at school or work. Both bullying and sexual harassment can
have negative psychological e2ects that interfere with education or work, and a few
behaviors, such as calling someone gay or lesbian in a negative way, are sometimes
considered bullying or sexual harassment or both. Distinguishing between the terms is
important because they have di2erent de1nitions and are regulated by di2erent laws. Too
often, the more comfortable term bullying is used to describe sexual harassment, obscuring
the role of gender and sex in these incidents (Stein & Mennemeier, 2011). Schools are likely
to promote bullying prevention while ignoring or downplaying sexual harassment (Gruber &
Fineran, 2007). As stated before, sexual harassment at school is unwanted sexual behavior (in
person and online) that interferes with a student’s education. Bullying is usually de1ned as
repeated unwanted behavior that involves an imbalance of power through which the bully
intends to harm the bullied student or students (Espelage & Swearer, 2011). Bullying is not
necessarily sexual in nature, and the bully may pick a victim for any or no reason. 0e victim
may be chosen simply because she or he is a convenient target for the bully.

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Despite the progress that is being made to avert the problem of sexual harassment in schools
all over the world, it still remains a big challenge and various cases of sexual harassment
have been reported at Makerere where female students are more sensitive to sexual
harassment than male students. It is clear that sexual harassment comes along with various
effects not only on the side of the student but also the integrity of the University. Victims of
sexual harassment can suffer significant psychological effects, including anxiety, depression,
headaches, sleep disorders, weight loss or gain, nausea, lowered self-esteem and sexual
dysfunction.

Human Rights Watch found that some teachers abuse their position of authority by sexually
harassing girls and engaging in sexual relations with them, many of whom are under 18. The
teachers often lure them with the promise of money, good grades, food, or items such as
mobile phones and new clothes. Female students and to a certain extent, teachers and school
officials often characterized it as “relationships” between teachers and students. Human
Rights Watch believes that this type of characterization undermines the gravity of the abuse,
affects reporting, and blurs the perpetrators’ perception of the severity of these abuses. Many
of the cases documented in this report should be treated, and prosecuted, as sexual
exploitation and abuse of children.

Girls are also affected by the gender stereotypes and sexual overtones they experience in
class. Some girls told Human Rights Watch their teachers use inappropriate language or
gestures for example, describing girls’ bodies or clothes in a sexual manner when talking to
students directly or referring to other students in their class. Some girls feel wary when they
know a teacher is making advances on a friend or classmate. When these types of harassment
or abuse take place, teachers, parents, or even classmates, often blame the girls for attracting
unnecessary attention from teaches, or provoking teachers with their outfits.

Degrading comments and verbal assault by teachers and school boys certainly do not
encourage the participation of the girls in class. Some teachers embarrass and even sexually
harass girls who give wrong answers. Moreover, brighter girls who try to be active in the
class may face ill-treatment and harassment from their fellow male students. There was an
agreement among student respondents that violence negatively affects girls’ class
participation and this, in turn, has a strong impact on school girls’ participation in classroom
activities. Similarly, constant pestering of school girls has a destructive effect on girls’ ability
to complete homework. A girl who has been verbally abused or sexually harassed is not
likely to be able to concentrate on her study and complete homework on time. One ultimate
effect of all such ill-treatment and discrimination is that girls will suffer a higher rate of grade

9
repetition and eventual dropout from school. The various types of violence and abuse against
school girls have also negative impacts on their future lives. Of course, not being able to get
education negatively affects their future lives in various ways. Some types of violence, such
as rape and abduction, expose girls to HIV/AIDS or other diseases and mental health
problems. Early and forced marriages often end in divorce and teenage girls who are divorced
tend to leave their area and migrate to nearby towns and some of them end up being
commercial sex workers.

2.3 Measure to prevent sexual harassments in schools

Empowering girls to defend themselves his year we are launching a programme to empower girls so
they can extricate themselves from difficult situations, to complement work on arming them with the
necessary knowledge and values. We are determined to create in our girl-children an awareness that
they are not defenseless and they therefore do not have to be victims. This pilot self-defence project
will be launched in over 1000 schools in some of our education districts. Through this we hope to help
girls to recognise possible danger to themselves, avoid it and master 'release and run' techniques so
they can escape to safety.

The government should also focus on increasing accountability for school-related sexual
offenses. It should ensure principals and senior school staff understand their obligation to
properly investigate any allegation of sexual exploitation, harassment, or abuse. It should
introduce adequate trainings on child protection for all teachers, through pre and in-service
training

The government should strive to end the culture of silence around school-related sexual
exploitation, harassment, and abuse, including by making reporting processes clearer,
confidential and student-friendly, and roll-out a public education campaign directed at
students and young people. This campaign should tackle the stereotypes, taboos and stigma
that make girls and young women feel that they are guilty for sexual abuses committed
against them. The campaign should also seek to equip students with the knowledge to
understand what sexual exploitation, harassment and abuse is, and the confidence to speak
out whenever it happens

Comments: Many commenters agreed that a document combining the Peer Guidance and the
Employee Guidance would provide more clarity to schools. Commenters disagreed, however,
regarding whether, and what type of, additional information is needed to enhance schools'
10
understanding of their legal obligations under Title IX. Some commenters asked for more
detailed analysis regarding the applicable legal standards, including hard and fast rules for
determining what is harassment and how a school should respond. Other commenters, by
contrast, found OCR's guidance documents, including the extensive legal citations, to be too
detailed and "legalistic." They expressed a need for a document that is simpler and more
accessible to teachers, parents, school administrators, and others who need to know how to
recognize, report, or respond to sexual harassment.

Sexual harassment is a widespread problem that adversely affects students’ emotional and
educational development. A recent study by the American Association of University Women,
for example, found that 83% of female and 79% of male students in grades 8 through 11 had
been sexually harassed at school in ways that interfered with their lives. One third of the
surveyed students 20% of boys and 44% of girls said that they fear being sexually harassed
during the school day.

The consequences of harassment are severe. Students who experience sexual harassment are
likely to react by talking less in class, not wanting to go to school, and finding it hard to pay
attention in school. Research has also demonstrated that targets of sexual bullying and
harassment experience anxiety, distress, confusion, loss of self-esteem, and depression.iii
Preventing and remedying sexual harassment and bullying is essential to ensuring a safe
environment in which your students can complete their education. Moreover, your school and
school district are legally obligated to protect students from sexual harassment. Title IX is a
federal law that prohibits sex discrimination, including sexual harassment, in all educational
institutions that receive federal funds. Under Title IX, your school and school district must
take the steps necessary to prevent harassment and to effectively address it when it occurs,
and may be held financially liable for harms arising from teacher-on-student or student-on-
student harassment. Liability for sexual harassment may also arise under state or other federal
laws. Is Your School’s Sexual Harassment Policy Effective? Title IX requires all recipients of
federal financial assistance including state and local educational agencies—to develop and
maintain an anti-discrimination policy and grievance procedures that address sex
discrimination generally, including sexual harassment. Clear and well-publicized policies and
procedures specifically addressing sexual harassment announce to your students and
employees that sexual harassment will not be tolerated and inform them of how to report
sexual harassment if it occurs. The following paragraphs highlight some of the most
important features to include when drafting and implementing a sexual harassment policy in
your community. National Women's Law Center, October 2007 2. Involve the Entire School
Community and Make the Policy User-Friendly. Whether creating a new sexual harassment
11
policy or evaluating a pre-existing policy for effectiveness, solicit involvement from your
entire school community to ensure that the policies are practical and easy to understand. One
way to gather input from the community is by distributing a survey to students. Do not forget
about the wider community when writing the policy use plain language that will be accessible
to teachers, students, school employees, and parents. If a significant number of students
attending the school or their parents are non-English speakers, translate the policy into other
languages.

Clearly Define Sexual Harassment and List Possible Punishments. Your policy should clearly
explain the types of behavior that constitute sexual harassment and lay out possible
disciplinary actions the school can take against perpetrators. In addition to defining sexual
harassment as unwelcome behavior of a sexual nature that interferes unreasonably with a
student’s educational experience, your official policy should provide specific examples of
prohibited behaviors. It should also make clear that all students are protected from sexual
harassment regardless of who the harasser is and that harassment need not occur on school
grounds to be prohibited.

Ensure Confidentiality and Prohibit Retaliation. Your policy should ensure that complaints
will be handled with as much confidentiality as possible and make clear that retaliation is
strongly prohibited. Although it is impossible to guarantee complete confidentiality (the name
of the person complaining will often need to be disclosed to the accused or to witnesses in the
course of investigation), a policy that promises to investigate sexual harassment claims with
as much confidentiality as possible will protect those who challenge harassment, as well as
prevent potential defamation lawsuits by accused harassers and minimize negative publicity.
Confidentiality will help to prevent retaliation against students or witness’s cooperating in an
investigation, but you should explicitly forbid such conduct in your official policy and
provide specific illustrations of retaliatory acts.

Clearly Explain How Students Who Have Been Harassed Can Challenge that Harassment.
Your policy should lay out a formal complaint procedure informing the school community of
the following: how, where, and with whom to file a complaint; what will happen during the
investigative process and how final determinations will be made; the time frames that will
generally apply in an investigation of harassment; the possible penalties for committing
sexual harassment; and how to file an appeal. Make clear that in addition to following the

12
school’s formal procedures, complaining parties may simultaneously pursue other legal
remedies such as bringing a lawsuit or filing a claim with the U.S. Department of Education’s
Office for Civil Rights. In addition to but not in lieu of a formal grievance procedure, you
may want to facilitate informal actions in less serious cases of sexual harassment by
providing a mediation process or by speaking directly to the accused harasser. Remember,
however, that your obligation is to do what is necessary to stop the harassment, prevent its
recurrence and effectively address its impact on the victim; if informal steps are insufficient
to resolve the problem, you must take additional action. National Women's Law Center,
October 2007.

Make Sure the Policy is Well-Publicized and Effectively Implemented. Every student, parent,
and school employee should receive a copy of the policy and complaint procedures or a
brochure or pamphlet summarizing it, as well as regular reminders about it. Posters about the
policy and sexual harassment should be placed in hallways, locker rooms, classrooms,
administrators’ offices, student activity areas, or other public places. A description or
summary of the policy, with names of persons to contact for more information, should be
included in all major school publications such as handbooks, course catalogs, or orientation
materials. As set forth below, you must also ensure that the policy is effectively implemented.
No matter how comprehensive the policy is on paper, it will be ineffectual unless it is
enforced. Responding to Allegations of Sexual Harassment If harassment has occurred, doing
nothing is always the wrong response. To provide your students with a safe and non-
discriminatory learning environment, it is critical to recognize sexual harassment when it
occurs and to take prompt and effective action calculated to end the harassment, prevent its
recurrence, and remedy its effects. Employees or officials at your school must pay attention
to the school environment and respond to sexual harassment in the same manner as they
would to other types of serious misconduct.

Stop Any Ongoing Harassment Immediately. Moving quickly tells everyone that such
behavior is not acceptable and that your school takes harassment seriously. In some cases, it
may be appropriate to separate the harassed student and the accused harasser; if a student
alleges that he or she has been sexually assaulted by another student, for example, you may
decide to immediately place the students in separate classes or in different housing
arrangements on a campus. Similarly, if the alleged harasser is a teacher, allowing the student
to transfer to a different class may be appropriate. In certain cases, moreover, you may need
to notify the police or your state’s department of child services. You also must take steps

13
necessary to ensure that the harassment does not recur. Those are discussed in greater detail
below.

Investigate All Allegations of Harassment. Once your school has notice of possible sexual
harassment of students whether carried out by employees, other students, or third parties
you should take immediate and appropriate steps to investigate or otherwise determine what
occurred, regardless of whether the student who was harassed decides to file a formal
complaint. How to conduct the investigation will vary depending upon the nature of the
allegations, the source of the complaint, the age of the student(s) involved, the size and
administrative structure of your school, and other factors. However, in all cases the inquiry
must be prompt, thorough, and impartial. At a minimum, your investigation should include
interviews with the victim, the alleged harasser, and anyone else who can provide relevant
information. Be sure to keep complete records of investigations, including a detailed
description of the victim’s allegations, notes on all interviews, the outcome of the
investigation, and any action taken by your school. To ensure fairness, the person conducting
the investigation should not be someone who works closely with or would be otherwise
biased against any of the persons involved. For the privacy National Women's Law Center,
October 2007 4 of the students involved, limit the disclosure of information to people who
really need to know, limit access to the investigation file and documents, and tell witnesses
not to discuss the investigation with anyone.

Take Corrective Action to Keep the Harassment from Happening Again. After completing
the investigation, your school must take actions that are reasonably calculated to prevent the
harassment from recurring. An effective remedial strategy must include disciplinary actions
tailored to fit the severity of the conduct. Warnings and counseling may be appropriate to
address less serious forms of harassment, but in more severe cases such as sexual touching or
sexual assault oral reprimands typically are not sufficient; in such cases, suspending,
expelling, or firing the harasser to protect the victim and other students may be the more
appropriate action. If the alleged incidents of harassment are part of a larger problem that
requires a school-wide response, you should re-evaluate and re-distribute your school’s
policies and procedures for sexual harassment prevention and provide training sessions to
ensure that students, parents, and teachers can recognize harassment if it recurs and know
how to respond. When responding to harassment, be sure that your actions do not create
additional harm for the student who has already suffered harassment; for example, a student
14
who has been targeted by harassment should not have not to change his/her activities or move
out of his/her classes in order to avoid further harassment. Follow up with the student to
make certain the harassment has stopped and that no retaliation has occurred; provide the
student with counseling if needed.

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction
The main focus of this chapter is to describe the methodology which was used to collect data;
research design, target population, sample size and sampling procedure, research instruments,
instrument validity, instrument reliability, the data collection procedures and data analysis
techniques.

3.1 Research design

A research design is a plan or blue print of how you intend to conduct the research (Kothari,
2006). Best and Kahn (2003) is a plan or blue print according to which data is collected to
investigate the research hypothesis or question in the most economical manner. Descriptive
survey research design was used in this study because it enabled the researcher to obtain
information that described existing phenomena by asking individuals about their perceptions,
attitudes, behavior and values. This design therefore, was appropriate, as it enabled the
researcher to reach as many respondents as possible within a short time and obtain the real
picture as at the ground.

3.2 Target population

According to Mugenda & Mugenda (2003), in order to provide an accurate and reliable
description of characteristics, attitude and behavior of its members, a sample of the
population to be studied was sufficient. For this study, the target population was drawn from
Ntandi town council in three public primary schools, Therefore the head teachers, teachers

15
and class 6 and 7 pupils were be the target population as distributed below. A total of 982
respondents were used.

Table 1: Study population

Category of respondents Target population

Teachers 50
Students 850
Head teachers 2
Parents 80
Total 982

16
3.3 Sample size and sampling techniques
A sample is a small proportion of a population selected for observation and analysis (Best &
Khan, 2002). Mugenda & Mugenda (2003) ten percent to thirty percent (10% to 30%) of the
population can be picked from a large population. Therefore two public schools participated in
this study. To identify the individual schools the researcher used purposive sampling. All the
teachers and head teachers in the sampled schools participated in the study. Thus the study used
a sample size of 100 participants selected as below.

Category of respondents Target population Sample Size

Teachers 50 20
Students 850 60
Head teachers 2 2
Parents 80 18
Total 982 100

3.4 Research instruments

Mugenda and Mugenda (2003) define research instruments as instruments with which to collect
the necessary information. The data was collected through use of questionnaires and interviews
schedules. Questionnaires for head teachers, teachers and standard seven and eight pupils were
used to collect data. A questionnaire enabled the researcher to collect information that was easily
be analyzed.

3.5 Validity of data collection instruments

Validity refers to the degree to which a method, a test or a research tool actually measures what
it is supposed to measure. Kothari (2006), instrument validity refers to accuracy and meaningful
inferences made based on the results obtained. Expert judgment from the university department
was used to assess the extent of the items in the instruments, address the objectives as well as
whether the format of the instruments gives the correct impression.

17
3.6 Reliability of data collection instruments
Mugenda and Mugenda (2003) define reliability as a measure of the degree to which a research
instruments yields consistent results or data after repeated tests when administered a number of
times. The aim of pretesting is to gauge the clarity and relevance of the instruments. The test-
retest technique was used to test the consistence of the instrument.

3.7 Data collection procedures

A permit was obtained from the selected schools and with a clearance from the University. The
first letter was presented to the school administrators to ease access to the respondents. The
researcher further explained the purpose of the study, create rapport and assured the respondents
of their confidentiality of their identities and thereafter questionnaires were handed to individuals
within the sampled schools.

3.8 Data analysis techniques

The data was edited first to identify the errors made by the respondents. Data collected was
analyzed both qualitatively and quantitatively. Quantitative data was analyzed by use of
descriptive statistic technique and presented in frequency distribution tables and percentages.
Qualitative data was analyzed and interpreted by organizing data into themes or topics guided by
the objectives of this study then established the relationship among these themes or topics.

3.9 Ethical Consideration

The study was conducted in an ethical manner. The purpose of the study was explained to the
respondents and assured that the information given were treated confidentially and their
identities were not abused. Informed consent form was requested from all the participants that
agreed to participate.

18
 CHAPTER FOUR
PRESENTATION INTEPRETATION AND ANALYSIS OF THE RESULTS

4. O. Introduction
This chapter dealt with the presentation, analysis, interpretation and discussion of the findings. It
begun by assessing the social demographic characteristics of the respondents in terms of sex
(gender) age, marital status, religion, and therefore the analysis of the findings in respect to the
themes developed from the objective.

4.1 Background characteristics of the respondents.

The Biographic characteristics of the respondents were studied and they included age, sex,
occupation and level of education as well. This information was obtained from the community
members, staff and support staffs of selected schools, local leaders as well as pedestrians.

19
Table 2: Background information of respondents

Age Frequency Percentages

Below 20 years 55 55
20-30 years 40 40
31-40 years 5 5
Total 100 100
Sex Frequency Percentages

Males 70 70

Females 30 30

Total 100 100

Marital status Frequency Percentages

Single 84 84

Married 16 16

Widow - -

Divorced - -

Total 100 100

Religion Number of Respondents Percentage (%)

Protestant 25 25

Catholics 70 70

Seventh Day Adventist 5 15

Muslims - -

Total 100 100.

Field data, 2020

20
The above table shows that only 70% of the respondents were males and 30% were females. This
implies that the study was gender sensitive since issues of parental education levels affects both
males and females together. Women were found to be home always and this gave the researcher
an opportunity to explore a large number of women than men.

The results also indicated that 84 % of the respondents are married, single 16%, were single.
This was found to be that since the research involved pupils too, it attracted a big number of
single population. In terms of religion Protestants indicated by 25%, Catholics 5% and seventh
day Adventist 5%. It was also found out that 55% of the population were below the age of 20,
40% were between 20-30 of age and 5% were between 31-40 age. This implied that pupils
participated in the study more than any other age bracket.

4.2 Causes of sexual harassment.

Respondents reactions of the impact of parental education levels on pupils performance. Out of
100 participants only 62 respondents responded.

Table 3: Causes of sexual harassment.

Responses Frequencies Percentage

Greedy for money 21 34
Peer pressure 62 100
Intimidation by teachers 26 41
Adolescence 24 39
Field data, 2022

From the table above, respondents reacted to Greedy for money 34%, Peer pressure 100%,
Intimidation by teachers 41% and Adolescence 39%.

4.3 Impact of sexual harassment on pupils performance.

Respondents were asked in relation to research question two about Out of 60 students considered
under our sample, only 40 responded.

21
Table 4: Impact of sexual harassment on pupils performance. Only 40 respondents participated
in the study.

Responses Frequencies Percentage

School dropouts 40 100%

Un wanted pregnancies 40 100%

Reluctance syndrome 40 100%

Field data, 2020

From the above table, respondents reacted to Impact of sexual harassment on pupils
performance. The responses were school dropouts 100%, Un wanted pregnancies 100%,
Reluctancy syndrome 100%

4.4 Strategies for improvement of performance of science subjects.

Measures to the challenges low education level parents face as administered to both directors,
teachers and community members (40)

Response Frequency Percentage

Encouraging and empowering learners and parents 40 100%
Provide learners with learning materials 10 100%
Introduce co-curricular activities to strengthen learners’ 40 100%
attention.
Parental care and love improves learners attitude 40 100%
Develop Self esteem to both learners and parents 40 100%

Out of 40 respondents in agreement with Encouraging and empowering learners and parents,
Provide learners with learning materials 100%, Introduce co-curricular activities to strengthen
learners’ attention 100%, Parental care and love improves learners attitude 100%, Develop Self
esteem to both learners and parents 100%.

22
 CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
This chapter concluded the findings of the study. An attempt was further made to highlight
recommendations which the researcher deemed to be of benefit to the, parents, children,
government the Non Governmental Originations (NGOs) and the public at large that aims at
creating social economic improving that directly or indirectly affect learners and parents.

5.1 Conclusions
The study concluded that there are different factors that affect the performance of science
subjects through which learners and teachers attitude plays an important role

Learning begins with preparedness therefore parents should be eager on how best a learners are
prepared mentally.

There is a strong need for government intervention to encourage parental awareness about their
contribution to the pupils learning.

The study also concluded that pupils learning abilities is strengthened by teachers therefore
teachers empowerment needs to be improved.

5.2 Recommendations
The following recommendations were made from the study;

 Need to have effective Community aided committees to assess the nature of teachers,
school administration, level of treatment to learners as well as the impact to the pupils.
 Develop Self esteem to both learners, Teachers and parents. This prepares learners to
success.
 Parental care and love improves learners attitude mentally, psychologically hence
steering good performance.
 Early guidance and counseling was found to be a pivotal role to create harmony in family
as well as pupils growth and development.
 Improve public schools with science instructional methods which improve performance
of science subjects

23
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29
 APPENDIX I
The Questionnaire (For Nurses and Teachers)

Dear respondent

I am a student at Kampala International University – Western Campus, pursuing a Diploma in

Education. I am conducting research on “ Teenage sexual harrassment and pupils performance” a
case study of Nyahuka Town Council. You are therefore kindly requested to fill in the right
answer or tick the appropriate choice among the alternatives given. The information obtained
will be handled with maximum confidentiality and shall be used only for study purposes. Do not
indicate your name anywhere on this questionnaire.

SECTION A: BIODATA (Circle the appropriate answer)

1. Gender
a) Male b) Female

2. Age
a) 20-30 b) 31-40 c) 41-50 d) 51 and above

3. Religion
a) Seventh Day Adventist b) Catholic c) Protestant d) Moslem

e) Others: Please specify………………………..

4. Occupation
a) Peasant b) Civil servant c) Business man d) technician

e) Others: Please specify…………………………….

5. Marital status
a) Single b) Married c) Widowed d) Divorced/separated

6. Educational level

30
a) Certificate b) Graduate c) Diploma d) Masters

7. Working Hours

a. six hours b. Eight Hours c. Twelve hours d. Beyond Twelve Hours

Section B: Research Questions.

About the relationship between working women and family stability

Causes of sexual harassment

Responses Frequency Percentage

Poor morals
Sexual lust among teenage learners
Greedy for material welfare
Peer group influence
TOTAL
Please feel free to add any other information regarding the causes of sexual harassment.

1. …………………………………………
2. ……………………………………………
3. ……………………………………………
4. ……………………………………………
5. ……………………………………………

31
Section c: How sexual harassments affects learners

Response Frequency Percentage

Please feel free to add any other information of how sexual harassment affects learners
1. .................................................................
2. ..................................................................
3. ...................................................................
4. ………………………………………………

Section d:.Measures to control sexual harassments

Responses Frequency Percentage

5. Please feel free to add measures to control sexual harrassments

1. ……………………………………….
2. ………………………………………
3. ………………………………………

32
4. ………………………………………
5. ………………………………………

33