Journal of Education and Training Studies

Vol. 8, No. 2; February 2020

ISSN 2324-805X E-ISSN 2324-8068
Published by Redfame Publishing
URL: http://jets.redfame.com

School-Related Gender Based Violence (SRGBV) and Its Consequences on

Secondary School Students: Implications for Counselling
Anna Onoyase
Correspondence: Assoc. Prof. Anna Onoyase, Department of Guidance and Counselling, Delta State University, P.M.B.
1, Abraka, Delta State Nigeria. Email: tinaonoyase@gmail.com

Received: October 8, 2019 Accepted: December 16, 2019 Online Published: December 30, 2019
doi:10.11114/jets.v8i2.4671 URL: https://doi.org/10.11114/jets.v8i2.4671

Abstract
This investigation was directed to find out the causes and consequences of School – Related Gender Based Violence
(SRGBV) in Ivo local Government area of Ebonyi State, South East, Nigeria. The researcher formulated two research
questions and one hypothesis to guide the investigation. The instrument used to elicit information from the respondents
is, “School – Related Gender Based Violence and Consequences among Secondary School Students Questionnaire”
(SRGBVACASSSQ). The instrument was made up of 9 items on the causes of School related gender based violence
and 11 on the consequences. The instrument had a reliability coefficient of 0.87, language appropriateness, content and
facial validity. The purposive sampling technique was used to select 384 respondents that participated in the research.
The researcher and two research assistants retrieved 346 copies of the questionnaire from the respondents. The data
from the field work were collated by the researcher, the mean and standard deviation were used to answer the research
questions while the t-test was used to test the hypothesis at 0.05 level of significance. The researcher used 2.50 as
benchmark to find out if respondents agreed or disagreed with the 20 items in the questionnaire. The research revealed
in table one a mean score of 3.04 as an indication that many teachers flog students in schools to demonstrate their power
over them (students), a mean of 3.00 in table one shows that when bullies are not frequently punished, they continue to
bully others in schools, a mean score of 3.07 in table one revealed that boys beat up girls in the secondary schools to
show that men are more powerful than women and a mean score of 3.04 in table one revealed that promise of good
grades can make some female students to go into sexual relationship with some male teachers.
Keywords: school – related gender based violence, consequences and secondary school students
1. Introduction
School – Related Gender – Based Violence (SRGBV) appears to be very prevalent in Nigeria and may have affected
many children, their families, as well as the communities to which they reside or belong. UNESCO and UN (2016)
defined School – Related Gender Based Violence as acts of threats of sexual, physical or psychological violence
happening in or around schools. It is made up of verbal abuse, bullying and sexual abuse. Gender discriminatory
practices against the families may have engendered this practice and have made girls vulnerable to all forms of violence
from their peers as well as their teachers. Sanusi (2015: 25) opined that SRGBV is referred to as violence inflicted on
females in and around, or on their way to or from school due to roles attributed to or expected of them, on the basis of
their sex or gendered identify. Sanusi stressed that SRGBV include individual action as well as society’s harmful
practices that negatively impact females’ right to education. Continuing, he stated that, if the perpetration of this action
is allowed to stay, it could lead to an unsafe and unwelcome learning environment, capable of adversely affecting girls’
educational attainment. United States Agency for International Development (USAID) (2012) has pointed out that many
studies have indicated that SRGBV is perpetrated on female students by their male peers, teachers or community
members. Other negative effects of SRGBV on pupils could manifest in form of low self – concept, withdrawal,
aggression, unwanted pregnancy, unsafe abortion, contacting of infectious diseases (such as gonorrhea and syphilis) and
phobia for school.
2. Review of Related Literature
Probable Causes of School – Related Gender – Based Violence
The literature has revealed some probable causes of SRGBV to include:

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Journal of Education and Training Studies Vol. 8, No. 2; February 2020

1. Show of Power
At the school level, male and female teachers tend to inflict corporal punishment on students as a way of demonstrating
that they have power over them. In support of this, UNESCO and UN (2016), stated that at school level, there are
indications that male and female teachers are more powerful than students. It is thus a demonstration of the belief that
teachers have power over their students. Consequently, many of these students suffer physical violence in schools from
their teachers in the guise of discipline. According to the United Nations Regional Information Centre (UNRIC) (2019),
over 700 million school – aged children reside in countries where they are not totally protected by law from corporal
punishment in schools. Nakpodia (2007: 126) noted that corporal punishment holds considerable potential for child
abuse.
2. Poverty
Secondary school girls from poor homes are now being used for human trafficking. According to Alika and Hillary
(2012), Nigeria serves predominantly as supplier of trafficked young females with about 83% children victims. Sanusi
(2015: 26) also identified poverty as one of the causes of SRGBV. Salami (2000), opined, that in Edo State, Nigeria,
sexual exploitation of females is transacted with parents’ approval. The business, according to Salami involves a
syndicate in Nigeria and North Africa whereby the girls are taken away to engage in commercial sex.
3. Emergence of Religious Fundamentalists:
In April 14, 2014, the Vanguard Newspaper reported that about 207 Government Secondary School students, Chibok,
Bornu State, Nigeria were abducted from their school dormitory by Boko Haram. In February 19, 2018, another set of
girls including Leah Sharibu were abducted from Science Secondary school Dapchi, Yobe State, Nigeria by Boko
Haram. Boko Haram appears to be against western education. Although, the Federal Government has succeeded in
negotiating the release of some of the abducted girls, others including Leah Sharibu are still under Boko Haram
captivity. Alika, Aihie and Ohamaka (2015: 127) reported that the emergence of religious insurgents in places like
Pakistan, then under the authority of the Taliban denied females access to western education.
4. Illiteracy
Illiteracy may be regarded as one of the causes of SRGBV. In Nigeria, greater number of the populace are illiterates,
who do not know the value of education. Some of these uneducated parents force many of their girls into marriage. In
addition to that, some of them engage in female genital mutilation, which is regarded as violence against females.
According to World Health Organization (WHO), (2010), female genital mutilation is recognized internationally as a
violation of the human rights of girls and women. It reflects deep rooted inequality between the sexes and constitutes an
extreme form of discrimination against women. The practice violates a person’s right to health, security and physical
integrity, the right to be free from torture and cruel inhuman or degrading treatment and the right to life when the
procedure results in death.
5. Teachers’ Promise of Good Grades
USAID (2012) has reported sexual violence against girls in schools, in many African countries including South Africa,
Zambia, Sudan and Nigeria. The report identified a series of sexual violence perpetrated by male teachers against
female students from primary schools to the universities. Sexual harassment, abusive acts, promise of good grades or
threat of failure were also identified to be used by many teachers to achieve sexual relations with students. In some
instances, students engaged in sexual relations with male teachers for money. According to Wikipedia, reports from
Sierra- Leone indicated that girls who cannot pay for school – related expenses are often coerced into sexual
relationship by male teachers. Such students may have yielded as a result of some promises made to them. This practice
is on-going because some of the victims may lack the moral courage to report to appropriate school authorities.
6. Disabilities
Dovries, Kyegome, Zuurmond, Parkes, child, Walakira and Naker (2014), UNESCO and UN (2016), reported that
disadvantaged groups are also victims of SRGBV. It has been stressed that more than 3000 school children from
Uganda, out of which 24 percent are girls between 11 – 14 years old, suffering from disabilities were victims of sexual
violence. In Nigeria, Vanguard Newspaper November 3, 2018 reported that a 13 year old girl was raped by her family
members until she died in Benue State, Nigeria. The paper revealed that late Ochanya Ogbanje was raped three times
when she was 5 years old and serially raped by three different men when she was between 15 and 16 years. Ochanya
Ogbanje was unable to tell her mother because she (the mother) was a deaf.
7. Gender Discriminatory Norms
There is a general belief that men are more powerful than women. The gender superiority of men over women seems to
promote violence of boys against girls in the school. This was supported by Sanusi (2015: 25), when he observed that

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Journal of Education and Training Studies Vol. 8, No. 2; February 2020

females are biologically and physiologically perceived as the weaker sex. With this view in mind, female students
readily succumb to all kinds of threats from their classmates of the opposite sex.
8. Unsecured School Environment
The school environment is supposed to be a safe place for teachers, non – teaching staff and students physically and
psychologically. But if the authority of the school is inefficient, then, bullying may be the order of the day. In this
situation, you find a student or a group of students beating, hitting and calling their classmates nicknames. Some
students even pose as threat to others. UNESCO and UN (2006), have observed that one of three students between the
ages of 13 and 15 worldwide were known to have suffered from bullying.
9. Parents’ Non – Challant Attitude
The non challant attitude of some parents may have given rise to raping of minors nowadays; these parents tend to
undermine the welfare of their female children, by entrusting these minors to their neighbours, friends and some distant
relations they (the parents) claim to “trust” so much. Consequently, some girls of between 5 - 15 years may have
already been sexually abused. For instance, Vanguard Newspaper of January 29, 2019 reported that a 44 year old man
defiled a girl of 7 years of age, 5 times before he was caught in Sapele, Delta State, Nigeria. Vanguard newspaper added
that the man confessed that he has been raping minors for many years before he was apprehended.
10. Influx of Foreign Culture
Today, Nigeria had been exposed to the rest of the world in terms of menu, dressing and music. In institutions of
learning in Nigeria, girls now wear flashy dresses that expose their breasts, back, thighs and buttocks to attract men. In
otherwords, females sexually harass males. From observation, some secondary school students wear very short
uniforms to school and this could make their male counterparts to sexually harass them.
Consequences of SRGBV
Among the literature on the consequences of SRGBV are those of Maimuna (2012), who opined that the victims would
be faced with psychological trauma, becoming object of jest or pity, dropping out of school, having unwanted babies
and breeding of outlaw criminals. Sanusi (2015), reported that the victims of SRGBV may be exposed to high rates of
unwanted pregnancy, abortion, sexually transmitted infectious including HIV/ AIDS, dropping out of school, unable to
concentrate in school and impeding girls’ ability to pursue educational opportunities. Stop violence Against Women
(2010), has stressed that due to neglect, abuse, poverty and isolation, victims often have very little money of their own,
and virtually no one to assist them. They lack education or specialized skills that would have been useful in securing
employment.
Empirical Studies
Sanusi (2015: 25), investigated types, causes and consequences of SRGBV among Colleges of Education students in
Kano State Nigeria: implications for counselling. The study adopted descriptive survey method. A sample of 400
students were selected from the population of 6,000. Self-constructed instrument known as “School – Related Gender
Based Violence” (SRGBV) was used to collect data. Data collected were analyzed using a descriptive statistics and a
score of 50% and above was considered as indication of high rate prevalence and for accepting perceived causes or
consequences of SRGBV among the colleges of education students in Kano State.
The perceived causes of SRGBV found in the investigation were absence of school laws protecting women from
violence, absence of officers to implement laws on SRGBV, degeneration of societal norms and values, ineffective
disciplinary action on perpetrators, women’s dressing attitude, exchange for academic favours, poor performance of
female students and mixed – gender school. Among the consequences revealed in the research were: feelings of
insecurity in the school, victims absented themselves from school, discouragement about enrolment of females into
higher education and feeling of shame or guilt by victims. Others were causing of strain on marital relations,
discouraging female participation in class, and developing negative self – concept; rejection by friends, rejection by the
family and transmission of diseases. The finding also included unwanted pregnancy, unwanted abortion, isolation and
depression.
Operational Definition of Terms
School – Related Gender Based Violence: This refers to all actions taken against students either in the secondary
school or its immediate environment that impede on their health e.g. sexual violence, flogging and bullying.
Consequences: In this research, consequences means negative effects of School - Related Gender Based Violence on
students.
SS1: refers to students who are in their first year of senior secondary school in Nigeria.

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SS2: refers to students who are in their second year of senior secondary school in Nigeria.
Statement of the Problem
Today, the issue of School – Related Gender – Based Violence (SRGBV) seems to be on the increase in institutions of
learning, from primary school to the university. There is hardly any day that passes by without one, reading through
newspapers; headlines about cases of rape, sexual harassment, abortion, kidnapping or forced marriages. The electronic
media is also replete with stories of school - related gender – based violence, which range from bullying to gang raping
of female students. Efforts by school authorities and the Government appear not to have yielded the desired result and
some of the victims may have dropped out of school because of the humiliation experienced.
What then are the causes of SRGBV and its consequences on secondary school students in Ivo Local Government Area
of Ebonyi State, South – East Nigeria? Specifically, the researcher raised the following research questions to guide the
study:
1. What are the causes of school – related gender based violence among secondary school students in Ivo Local
Government Area of Ebonyi State?
2. What are the consequences of school related – gender based violence on secondary school students in Ivo
Local Government Area of Ebonyi State?
Hypothesis
The hypothesis below was formulated to guide the study:
1. There is no significant difference among students in their assessment of the consequences of school related
- gender based violence based on class.
3. Research Method and Procedure
The survey technique was used for the research. According to Asika (2002:12) survey research focuses on the
population or the universe; data are collected from the population for intensive study and analysis. More often than not,
the researcher finds that he cannot possibly study all the subjects or items in the population. Hence, the survey
researcher selects a sample from or a subset of the population using some techniques of sampling. The instrument used
by the investigator to elicit responses from the students is tagged, “School Related Gender Based Violence And
Consequences Among Secondary School Students Questionnaire” (SRGBVACASSSQ). The instrument consisted of 20
items, 9 on the causes of school related gender based violence and 11 on consequences of school related gender based
violence. The respondents were to indicate whether they agreed or disagreed with each item on the questionnaire by
ticking (√ ) strongly agreed (SA) = 4, agreed (A) = 3, disagreed (D) = 2 and strongly disagreed (SD) = 1.
The population of the investigation consisted of all the Senior Secondary School Students of Ivo Local Government
Area, Ebonyi State, South East, Nigeria. The purposive sampling technique was used to select 384 students that took
part in the research. The investigator and 2 research assistants administered 384 copies of the instrument on the
respondents and 346 of them were retrieved showing 90% return rate. The data collected from the field were scored and
collated by the researcher and then used the mean and standard deviation to answer the research questions and t- test, to
test the hypothesis. The investigator used 2.50 as benchmark to ascertain if respondents agreed or disagreed with the 20
items in the questionnaire. The researcher tested the hypothesis at 0.05 level of significance.

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4. Findings
Research question one: what are the causes of school – related gender based violence?
Table 1. Mean score and standard deviation analysis on causes of school – related gender based violence
Causes of school- related gender based violence Standard
S/N Mean deviation Decision
1 Many teachers flog students in school to demonstrate their 3.04 0.80 Agreed
power over them
2 When bullies are not frequently punished, they continue to 3.00 0.79 Agreed
bully others in schools
3 The belief that men are more powerful than woman make boys 3.07 0.81 Agreed
to beat up girls in secondary schools
4 When the school environment is not very secured, some 3.02 0.83 Agreed
students take advantage of that to bully other students
5 Due to illiteracy, some parents have taken their daughters from 3.02 0.81 Agreed
school and forced them into marriage
6 Promise of good grades can make some female students to go 3.04 0.79 Agreed
into sexual relationship with some male teachers.
7 Promise of money make some female students, (especially 2.03 0.81 Disagreed
those from poor homes) to engage in sexual relationship with
some male teachers
8 Wearing of short uniforms by female students to school could 2.02 0.81 Disagreed
make male students to sexually harass them
9 Disabilities such as inability to communicate could make it 3.04 0.81 Agreed
possible for some girls to be raped regularly in secondary
schools
Grand mean 2.81 0.66 Agreed
One of the findings in table one revealed that many teachers flog students in schools to demonstrate their power over
them. This is because the mean score of 3.04 is higher than the benchmark of 2.50. Another finding is that when bullies
are not frequently punished, they continue to bully others in schools. This is because the benchmark of 2.50 is lower
than the mean score of 3.00. The researcher equally found out that the belief that men are more powerful than women
make boys to beat up girls in secondary schools. This is illustrated with the mean score of 3.07 which is higher than the
benchmark of 2.50. The research revealed that when the school environment is not very secured, some students take
advantage of that to bully other students; this is because the bench mark of 2.50 is lower than the mean score of 3.02.
The research revealed that due to illiteracy, some parents have taken their daughters from schools and forced them into
marriage. The benchmark of 2.50 which is lower than the mean score of 3.02 clearly illustrates this. The research found
out that promise of good grades can make some female students to go into sexual relationship with some male teachers;
the mean score of 3.04 is more than the benchmark of 2.50. The investigation revealed that the promise of money does
not make some female students, (especially those from poor homes) to engage in sexual relationship with some male
teachers. This is because the means score of 2.03 is lower than the benchmark of 2.50. The research revealed that
wearing of short uniforms by female students to school does not make male students to sexually harass them; this is
because the mean score of 2.02 is lower than the benchmark of 2.50. The investigation revealed that disabilities such as
inability to communicate could make it possible for some girls to be raped regularly in secondary schools. This is
clearly depicted by the mean score of 3.04 that is higher than the benchmark of 2.50.

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Research Question Two: What are the consequences of school – related gender based violence?
Table 2. Mean score and standard deviation analysis on consequences of school – related gender based violence
Causes of school- related gender based violence Standard
S/N Mean deviation Decision
1 Victims may find it difficult to concentrate in class 3.07 0.80 Agreed
2 Students who are always bullied may develop fear about 2.92 0.83 Agreed
school and become irregular in school
3 Victims may eventually drop out of school
4 Physical health of students may be affected through 3.05 0.82 Agreed
sustaining of injuries from flogging
5 Sexual violence could lead to unwanted pregnancy 3.06 0.81 Agreed
6 Victims of sexual violence (rape) may contact HIV/ AIDS 2.96 0.83 Agreed
7 Some students may become disabled due to corporal 2.04 0.81 Disagreed
punishment (flogging)
8 Victims may be unusually sad 2.91 0.79 Agreed
9 Victims may become aggressive 2.95 0.81 Agreed
10 Victims may isolate themselves from other students in the 2.96 0.83 Agreed
school.
11 Academic performance of victims may become very poor 2.01 0.83 Disagreed
Grand mean 2.81 0.81 Agreed
The research has revealed in table two that victims of school – related gender based violence may find it difficult to
concentrate in class. This is because the mean score of 3.07 is greater than the benchmark of 2.50. The investigation
indicated that students who are always bullied may develop fear about school and become irregular schools. The mean
score of 2.92 which is higher than the benchmark of 2.50 has clearly shown this. Another finding of the research is that
victims of SRGBV may eventually drop out of school. This is because the benchmark of 2.50 is lower than the mean
score of 3.00. Yet another finding of the investigation revealed that physical health of students may be affected through
sustaining of injuries from flogging. This is because the mean score of 3.05 is higher than the benchmark of 2.50. The
researcher equally found out that sexual violence could lead to unwanted pregnancy as the mean score of 3.06 is greater
than the benchmark of 2.50. The investigation also revealed that victims of sexual violence (rape) may contact HIV/
AIDS. This is evidence from the benchmark of 2.50 which is lower than the mean score of 2.96.
The research revealed that some students may not become disabled due to corporal punishment (flogging). This is
because mean score of 2.04 is lower than the benchmark of 2.50. Another finding of the investigation is that victims
may be unusually sad. This is portrayed from the mean score of 2.91 that is greater than the benchmark of 2.50. The
investigation has revealed that victims of SRGBV may become aggressive. This is because the benchmark of 2.50 is
lower than the mean score of 2.95. The research equally revealed that victims may isolate themselves from other
students in the school, as the mean score of 2.96 is higher than the benchmark of 2.50. The investigator found out that
the academic performance of victims may not become very poor; this is because the mean score of 2.01 is lower than
the benchmark of 2.50.
Hypothesis
There is no significant difference among students in their assessment of the consequences of school-related gender
based violence based on class.

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Table 3. T-test on the Difference among Students in their Assessment of the Consequences of School-Related Gender
Based Violence Based on Class
Level of
Variables N X SD Df t-cal t-crit Decision
Sign.
SS1 students 176 32.82 2.63 Not
344 -7.34 -906 0.05
SS2 students 170 33.03 2.72 significant
The result on table 3 shows that t-calculated value of -.734 was less than t-critical value of .906 with 344 degree of
freedom at 0.05 level of significance. This implies that there is no significant difference among students in their
assessment of the consequences of school-related gender based violence based on class, thus, the hypothesis which says
that there is no significant difference among students in their assessment of the consequences of school-related gender
based violence based on class is retained.
5. Discussion
One of the findings of this investigation is that, teachers flog students in the school to demonstrate their power over
them. This lays credence to UNESCO and UN (2016) when they stated that at school level it shows that male and
female teachers are more powerful than students hence, they male and female teachers inflict corporal punishment on
the students.
Another finding of this research showed that promise of good grades can make some female students to go into sexual
relationship with some male teachers. This finding corroborates that of USAID (2012) which reported sexual violence
against girls in many African countries including South Africa, Zambia, Sudan and Nigeria. The report identified a
series of sexual violence perpetrated by male teachers against female students from primary schools to the universities.
Sexual harassment, abusive acts, promise of good grades or threat of failure were used by many teachers to achieve
sexual relations with female students.
The investigation has revealed that promise of money make some female students (especially those from poor homes) to
engage in sexual relationship with some male teachers. This finding gives support to that of Sanusi (2015), who
identified poverty as one of the causes of SRGBV. The finding equally agrees with Salami (2000), who stated that in
Edo State, Nigeria, exploitation of females is transacted with parents’ approval. Salami stated that the business involves
a syndicate in Nigeria and North Africa whereby the girls are taken to Italy and Libya to engage in commercial sex
The research has indicated that disabilities such as inability to communicate could make it possible for some girls to be
raped regularly in secondary schools. This finding agrees with UNESCO and UN (2016), when they reported that
disadvantaged groups are also victims of SRGBV. The report by UNESCO and UN revealed that more than 3,000
school children from Uganda, out of which 24% are girls between 11-14 years old, suffering from disabilities were
victims of sexual violence. The finding equally lays credence to Vanguard Newspaper in Nigeria, November 3, 2018,
that reported of a 13 year old girl that was raped by her family member until she died in Benue State. The research
revealed that when the school environment is not very secured, physically and psychologically, some students take
advantage of that to bully other students. This finding gives support to UNESCO and UN (2006) that observed that one
of three students between the age of 13 and 15 worldwide were known to have suffered from bullying. The researcher
found out that sexual violence could lead to unwanted pregnancy. This was corroborated by Madmuna (2012), who
opined that the victims of sexual violence would be faced with psychological trauma, becoming object of jest or pity,
dropping out of school, having unwanted babies and breeding of outlaw criminals. This finding also agrees with Sanusi
(2015), who reported that the victims of SRGBV may be exposed to high rates of unwanted pregnancy, abortion and
sexually transmitted infectious including HIV/ AIDS.
The investigation indicated that students who are always bullied may develop fear about school and become irregular in
school. This finding lays credence to that of Sanusi (2015), who found out that one of the consequences of SRGBV is
the feeling of insecurity in the school by victims and victims absented themselves from school. The research revealed
that victims may isolate themselves from other students in the school. This finding corroborates that of Stop violence
Against Women (2010) that stressed that, due to neglect, abuse, poverty and isolation, victims often have very little
money of their own, and virtually no one to assist them.
6. Conclusion
The conclusion that may be drawn as a result of the findings is that school – related gender based violence exists in
secondary schools of Ivo local government area of Ebonyi State, South East, Nigeria. Some of the causes of SRGBV
include, flogging of students by teachers, bullies not frequently punished, boys beating up girls in the school and
unsecured school environment that gives rise to some students to bully others. The SRGBV may have led to unwanted

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Journal of Education and Training Studies Vol. 8, No. 2; February 2020

pregnancy, bullied students becoming irregular in school and contacting of sexually transmitted infectious disease like
HIV/ AIDS by some victims.
Recommendations
Based on the findings and conclusion reached, the following recommendations are made by the researcher:
1. The Federal Government should enforce the law against corporal punishment in all secondary schools in
Nigeria and teachers who do otherwise should be disciplined
2. School authorities should stipulate punishment to be meted out to students who bully their classmates so as to
serve as deterrent to potential bullies.
3. Male teachers should be thoroughly supervised by their Department Heads or Vice – Principals to ensure that
they (male tutors) desist from using marks to lure students into sexual relationship.
4. Principals of secondary schools should ensure that students and teachers alike, adhere to school rules,
regulations so that students will feel secured in the school environment.
5. The Federal Government of Nigeria should adopt new strategies and acquire more sophisticated equipment in
order to curb Boko Haram insurgency and abduction of female students from schools in Nigeria.
Counselling Implications
The following are the implications of the study:
 Counsellors in secondary schools are to organize parents’ conferences for uneducated parents in order to
counsel them on the value of education and the consequences of forcing their daughters into early marriage.
 Secondary school counsellors are to organize group counselling for bullies so as to make them understand the
effects of their actions on their fellow students and also teach them skills of interpersonal relationship.
 Tutors in secondary schools who flog students to demonstrate their power over them should be counselled to
refrain from such negative practice and rather act as parents to the students.
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Vanguard Newspaper, November 3, (2018). My mother was deaf, so I could not tell her.
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