This theoretical paper discussed the potential of social cognitive learning theory as an effective tool for re-enacting gender-based prevention strategies in Nigerian secondary schools. The paper is premised on the impact of gender-based violence in Nigerian secondary schools and identifies factors that impede gender equality efforts in the country. The paper responded to the fundamental objectives of Social Cognitive Learning Theory. It analysed and interpreted the assumptions in line with how they could be used to respond to the management of gender-based violence, and the accuracy of the SCLT using observations and the literature to justify the assumption of SCLT to the management of gender-based violence. The paper examined the background of social cognitive theory and its capacity to provide a means of unveiling and managing gender-based prejudice.The paper concluded that SCLT provides valuable insights for re-enacting gender-based prevention strategies in secondary schools. The study indicates that gender-based violence may be prevented in Nigerian secondary schools by using social cognitive learning theory, and it offers suggestions for how school administrators should handle this issue. This study adds to existing literature on using the social learning theory to combat gender-based violence in schools. Keywords: Gender-Based Violence, School-Based Violence, Social Modelling, Self-Efficacy, Vicarious Learning, Reciprocal Determinism
Onaolapo et al. (Thu,) studied this question.