Towards a gender-safe campus: assessing the prevalence and nature of gender-based violence in higher learning institutions: a case of Mwalimu Nyerere Memorial Academy, Tanzania

Gender-based violence (GBV) in higher learning institutions is a critical issue with significant implications for the safety, well-being, and professional growth of staff and students. This study examines the prevalence and nature of GBV at Mwalimu Nyerere Memorial Academy (MNMA) in Tanzania, focusing on the experiences, awareness levels, and institutional responses to GBV. The study also examines the extent to which GBV is normalized or silenced within the campus community and evaluates existing mechanisms for prevention, reporting, and support. Using a structured questionnaire, data were collected from 50 respondents, including teaching staff (42%), non-teaching staff (28%), and administrative personnel (30%), with a gender distribution of 40% male and 60% female. The findings reveal that while 92% of respondents understand the meaning of GBV, only 24% reported direct personal experiences, with significantly higher exposure among female respondents (20%) than males (8%). The study identified emotional abuse (52%), sexual harassment (40%), and physical violence (10%) as the most prevalent forms of GBV at MNMA. Despite these high awareness levels, the study highlights critical gaps in policy enforcement, reporting mechanisms, and survivor support systems, reflecting broader challenges in creating a safe academic environment. The analysis also underscores the importance of comprehensive, survivor- centered institutional policies, including secure reporting mechanisms, mental health support, and clear disciplinary procedures. The study recommends regular policy audits, enhanced training programmes, and stronger institutional leadership to address these gaps to promote a zero-tolerance approach to GBV. Implementing these measures is essential for fostering a safer, more inclusive academic environment at MNMA, aligning the institution with national and global standards for educational equity and human rights protection.