With the rise of technology-facilitated gender-based violence (TFGBV), many schools are struggling to keep pace. While some institutions have policies on cyberbullying and online safety, enforcement and staff training often lag behind the rapidly evolving digital landscape. In many cases, schools are reactive rather than proactive, responding only after significant harm has occurred. This suggests that, overall, schools are not yet fully prepared to protect students online.
One of the most effective ways headteachers can address this challenge is through strong partnerships with parents, students, and the wider community. Regular digital safety workshops, open communication channels, and shared reporting mechanisms can help build collective responsibility. Involving students in peer-led initiatives and digital citizenship programs empowers them to be part of the solution rather than passive recipients of rules. Collaboration with community organizations, counsellors, and law enforcement can also strengthen prevention and response strategies.
The question of whether schools should be responsible for online behaviour outside school hours is complex. However, when online actions significantly affect students’ wellbeing, learning, or safety within the school environment, schools do have a responsibility to intervene. Education does not stop at the school gate, and digital harm often follows students into classrooms. While schools cannot control everything students do online, they can set clear expectations, provide guidance, and take appropriate action when off-campus behavious causes on-campus harm.
In conclusion, schools must evolve alongside technology. Addressing TFGBV requires shared accountability, strong leadership, and a commitment to safeguarding students both offline and online.