Breaking the Silence: Exploring Participation Inequities and Empowerment in Violence Reduction Efforts Among Children in a Rural District of Uganda

This study investigated young children’s perceptions of school violence reduction, focusing on primary three students in Bugiri district, Uganda. The research explored children’s participation in voicing experiences of violence, building positive relationships, and inSuencing violence reduction efforts in line with the principles of the United Nations Convention on the Rights of the Child (UNCRC). Recognizing that children’s participation is essential for their development and well-being, this study aimed to understand how young children perceive their involvement in addressing school violence. This paper emerges from a larger study that employed a mixed-method sequential explanatory design, with qualitative data collected through in-depth interviews with ten primary three children from two government-aided schools in Bugiri district. The study adhered to Clarke and Braun’s (2021) thematic analysis framework, identifying Rve key themes: beneRcial, inequity, inequality, silence, and harm. The “beneRcial” theme highlighted children’s understanding of their participation as contributing to their knowledge of non-violent practices and coping strategies. “Inequity” and “inequality” reSected the disparities in opportunities for participation and emotional support, notably between younger and older children and among peer relationships. The “silence” theme revealed instances where children chose not to report violence, including sensitive issues like sexual violence and spiritual attacks, due to fear or mistrust. Finally, the “harm” theme underscored the negative experiences children faced when their participation led to reprimands or verbal abuse. The Rndings suggest that while children recognize the beneRts of participating in violence reduction, signiRcant challenges remain, particularly in ensuring equitable and supportive environments for younger children. This study emphasizes the need for schools to meaningfully engage young children in violence reduction efforts, fostering autonomy and agency. The implications for practice include developing tailored interventions and policies that prioritize the voices and needs of young children in school settings.