KIX Research: Empowering schools as front liners: Enhancing the implementation of violence prevention and management policy in Indonesian schools
The Center on Child Protection and Wellbeing at Universitas Indonesia (PUSKAPA), with support from the Global Partnership for Education’s (GPE) Knowledge Innovation Exchange (KIX), implemented by the International Development Research Centre (IDRC), has developed a strategic collaboration with Center for Character Strengthening of the Ministry of Primary and Secondary Education Republic of Indonesia (PUSPEKA) for a two-year study to identify effective mechanisms for violence prevention and management. This collaboration aims to enhance the implementation of Ministerial Regulation Number 46/2023 on violence prevention and handling in schools by ensuring its relevance across diverse contexts in Indonesia. Additionally, the partnership seeks to strengthen anti-violence policy implementation at local and national levels by incorporating, reinforcing, and streamlining principles of gender equality and inclusion (GEI) alongside peace education.
Violence against children remains a significant challenge in Indonesia’s education sector. Based on the National Assessment Survey in 2022, 36 percent of primary and secondary school students are at risk of bullying, while 34 percent face the threat of sexual violence. These figures underscore the urgent need for sustained, context-sensitive interventions to ensure safe, inclusive, and supportive learning environments for all students.
The study takes place in three provinces: Aceh, Banten, and Maluku. These provinces were selected based on their diverse urban and rural characteristics, unique geographical contexts, socioeconomic indicators, and gender equity considerations. Aceh and Maluku, both with histories of military and communal conflicts, offer critical insights into the dynamics of implementing the regulation in post-conflict settings. PUSKAPA completed initial data collection in August 2024 and is now transitioning to capacity-building efforts in all three provinces, starting February 2025.
Preliminary findings indicate that while participants can generally identify various forms of violence, most remain primarily focused on bullying, often overlooking other forms of violence. Many participants adhere to traditional gender norms, assigning distinct expectations to boys and girls: boys are expected to be masculine and “rough,” while girls are expected to be gentle, sensitive, fragile, and obedient. These norms shape school dynamics, where boys’ aggressive behavior is often dismissed as “rowdy play,” while girls are blamed for harassment based on their clothing or behavior. This reinforces harmful stereotypes and may contribute to the normalization of gender-based violence.
The findings also highlight the persistence of corporal punishment. Some parents and teachers express uncertainty about the boundary between appropriate discipline and excessive punishment. Meanwhile, students voice concerns about the psychological impacts of such punishment, with some arguing that any form of corporal punishment is unjustifiable. Notably, participants observed that student-teacher relationships improve when teachers adopt non-punitive disciplinary approaches.
In November 2024, PUSKAPA presented these preliminary findings to PUSPEKA and the Advisory Committee, receiving feedback that informs the development of capacity-building materials and strategies for effective delivery. PUSPEKA noted that the findings align with their experiences since the regulation’s launch. They acknowledged that policy implementation remains ineffective in some areas, as the regulation is still relatively new and outreach efforts are ongoing. PUSPEKA also mentioned that child protection and anti-violence issues are expected to remain a priority for the new government.
The Advisory Committee emphasized the importance of involving schools, teachers, students, parents, and community members in capacity-building efforts to ensure a shared understanding. Additionally, they identified the need to support teachers and parents in recognizing different types of violence, addressing social stigma associated with gendered punishments, and promoting positive discipline as a valuable investment.
In response to this feedback and based on the preliminary findings, PUSKAPA has developed capacity-building materials for parents and teachers that address core principles of child protection, gender and social inclusion, and strategies for fostering peace in school environments. Training on child protection principles aims to help teachers and parents understand fundamental child protection concepts and the importance of upholding these principles to ensure that schools and society prioritize the child’s best interests. These principles will be integrated with materials on gender and social inclusion and peace education to encourage teachers and parents to adopt non-punitive approaches, promote anti-violence values, and uphold children’s rights.
Additionally, PUSKAPA is collaborating with PUSPEKA to provide training on the understanding and expectations of Ministerial Regulation Number 46/2023, which mandates schools to lead efforts in promoting safety and addressing incidents of violence. This training also aims to help parents and teachers identify various forms of violence and understand protocols for handling violence cases in schools.
To ensure capacity-building activities are contextually relevant, PUSKAPA continues to engage experts in peace education, gender and social inclusion, as well as local facilitators provided by PUSPEKA. This approach ensures alignment with local contexts and the specific needs of schools. These efforts aim to broaden perspectives, spark new ideas, and foster collaboration among school and community members to create a supportive and safe learning environment.
Workshop for researchers to set the stage for the project. In this workshop, researchers were provided materials for data collection process, including the ethical aspect of conducting research with children, overview about the ministerial regulation, gender equity and inclusion in education, and peace education. Researchers also trained with psychological first aid skills to anticipate participants’ emotional reactions while discussing violence and sensitive topics. Source: PUSKAPA photo.
Consultation with the Advisory Committee. PUSKAPA consults with the Advisory Committee to get feedback on the project work plan. PUSKAPA’s advisory committee for the IDRC GPE KIX project includes representatives from academia, non-governmental organisations, and local organisations. Source: PUSKAPA photo.
Discussions with children and teachers. In the first year of fieldwork, the projects engage with a broad range of participants, including students, teachers, parents, school management, local government, and community and religious figures, to explore their understanding of violence in school settings. Source: PUSKAPA photo.
Discussions with children and teachers. In the first year of fieldwork, the projects engage with a broad range of participants, including students, teachers, parents, school management, local government, and community and religious figures, to explore their understanding of violence in school settings. Source: PUSKAPA photo.
Capacity building with a facilitator from the Ministry of Education. This capacity building is a follow-up activity after first-year fieldwork. This activity includes series of trainings with schools to deepen teachers’ understanding the policy to prevent and manage violence in schools. Source: PUSKAPA photo.
Capacity building for gender equality and social inclusion. Capacity building involves activities with teachers and parents to challenge biases and gender stereotypes in everyday school life that may be harmful and relate to violence. Source: PUSKAPA photo.