Education on gender-based violence should be integrated into the curriculum, as without it, there will be no change in awareness or behavior patterns. Currently, non-governmental organizations in our country are primarily addressing this issue. The responsibility for introducing such education in schools rests at the cantonal level, while the Federal Ministry of Education and Science only has a coordinating role, according to Tacno.net research. Gender-based violence is an issue that emerges as early as elementary school and continues to affect individuals through family and partner relationships.
Vulgar comments, psychological violence from immediate and/or extended family members, sexual violence, workplace harassment, threats, blackmail in relationships and marriage, and issues encountered during divorce are just some examples of gender-based violence reported by our respondents. These instances were shared as their personal experiences of gender-based violence in the questionnaire created by the Tacno.net portal.
STALKING AND RESTRICTING MOVEMENT AS JEALOUSY MOTIVATED BY LOVE
In an anonymous statement to the Tacno.net portal, one of our sources, who was herself a victim of gender-based violence in a relationship, reveals that she experienced discomfort from the beginning of her relationship. However, the situation unfolded according to the generally accepted patterns of male-female relationships prevalent today and especially dominant in the 1990s, when her relationship began. She did not report the violence as she ended the relationship before the situation escalated.
“Almost from the start of the relationship, I was unsettled by the fact that my partner tried to assert himself as the ‘main’ one, the one whose decisions should be prioritized while I was expected to be ‘a step behind.’ As an adult, economically independent, and well-educated woman, such an attitude never occurred to me,” she explains.
She also detailed that her partner objected to her business trips and was dissatisfied with her pursuit of additional education. He also disapproved of her maintaining her friendships and connections with her primary family. The environment attempted to present his behavior as ‘care,’ ‘patronage,’ or even ‘jealousy,’ under the guise of love and concern.”As I got stronger, progressed at work and in social engagement, there were more frequent arguments and disagreements, she says, followed by curses, threats and finally threats of physical violence. I tried to persuade him to go to marriage counseling, but the attempt stopped at the first step. “After a fierce argument, I just broke down and left with the child,” she says.
However, she believes that even today, stalking and restricting someone’s movement are often normalized as expressions of jealousy rooted in love. It is considered acceptable if a boy hits a girl, judges her based on her clothing, criticizes her for drinking too much, or disapproves of her social activities. Additionally, it is expected that a woman, upon returning home from work, should handle chores like washing, cooking, and ironing without complaint; if she expresses dissatisfaction, she is labeled as sharp-tongued.
WITHOUT EDUCATION, THERE CAN BE NO CHANGE IN CONSCIOUSNESS OR BEHAVIORAL PATTERNS.
In an interview with the Tacno.net portal, Prof. dr.sci. Zilka Spahić-Šiljak, director of the TPO Foundation (Transcultural Psychosocial Educational Foundation), emphasized the importance of incorporating education about gender-based violence into schools. However, due to the existing workload, she does not believe it is feasible to introduce it as a separate subject. Instead, she suggests it can be integrated into other subjects and included in classroom lessons.
“Given the rise in peer violence, which is often gender-based, it is crucial to address this issue openly and work within the education system to shift awareness, organizational culture, and, more broadly, the culture of accepting and justifying violence,” said Prof. Spahić-Šiljak.
She further asserts that education on gender-based violence should be incorporated into the curriculum because, without it, there will be no change in awareness and behavioral patterns. Prof. Spahić-Šiljak explains that the ongoing curricular reform in several cantons presents an opportunity to make these topics a significant part of the National Primary Program (NPP).
THE EDUCATION SYSTEM AND GENDER EQUALITY AS KEY CONCEPTS IN SOCIETAL DEVELOPMENT
Armina Čerkić, a psychotherapist specializing in systemic family psychotherapy, highlighted to Tacno.net the significant connection between the educational system and gender equality. These are key concepts for societal development and personal values that guide our behavior toward others.
“Nevertheless, depending on the context, some aspects of the education system can either hinder or actively promote gender equality. Schools have substantial potential to influence changes in gender relations, understandings of gender roles, and behavior. Moreover, schools can either foster or obstruct the development of gender-aware generations in our society,” she states.
Čerkić further explains that, beyond the curriculum, which should be designed with an understanding of gender roles and deviations from traditional gender norms, schools as systems must also facilitate discussions about gender roles.
“Statements like ‘You cry like a girl’ or ‘Be a man’ propagate ideas about gender roles that do not promote equality but rather polarize gender roles by prescribing specific behaviors for males and females. A positive example of promoting gender equality is the decision to provide free menstrual products in Sarajevo Canton. This initiative creates space in classrooms for discussions on menstruation and related topics, encouraging the exchange of gender experiences between boys and girls,” Čerkić explains.
Azra Ekinović, a classroom teacher, also supports the need for education about gender-based violence in schools. She emphasizes the importance of educating children from an early age, starting in the first grade.
“In first grade, children may experience ridicule from their peers, adults, relatives, or neighbors, and they often do not understand that the sadness they feel is a result of violence,” she stresses.
„WELL, WHAT DO YOU WANT THEN?“
Another interviewee of the Tacno.net portal shared in her statement that she was a victim of gender-based violence, which included psychological and emotional abuse and created a pervasive atmosphere of fear, ultimately leading to health problems.
She reported the violence to the Center for Social Work in her city, accompanied by medical documentation from an internist and a psychiatrist. However, she noted that the response from the Center was dismissive: “Their reaction was, ‘Well, what do you want?’ The Center’s employees also exhibited severe gender discrimination on several occasions. The police claimed it was not within their jurisdiction,” she explained.
She further asserted that institutions dealing with such issues require stricter oversight of employee actions. “In my case, it was evident throughout the entire process that we were following a set template, minimizing the work and responsibility for the employees. Eventually, after numerous contradictions, the Center for Social Work employees declared in writing that they were insufficiently competent to handle the matter, referring it to the competent court. Additional education, as well as oversight and sanctions for those working with victims, is necessary,” she emphasized.
She also believes that there are cases where the violence was more severe and the competent institutions failed to act appropriately. “However, I believe that every story is a crucial piece in raising awareness that anyone can be a victim of violence. In my case, I am a highly educated individual with a decade-long career in education,” she added.
The experiences of our other interviewees also illustrate that gender-based violence is not limited to intimate or family relationships but extends to institutions where employees should exhibit significant empathy towards victims. One interviewee reported experiencing gender-based violence both in elementary and high school.
“In elementary school, I was subjected to inappropriate behavior such as being slapped on the buttocks, vulgar comments, and having sanitary napkins taken from my purse at the junior prom and displayed on the radiators so everyone would know I was menstruating. In high school, crowds at clubs were used as a cover for someone to grab me, and I couldn’t identify the perpetrator, so I couldn’t react,” she recounted.
She mentioned that she did not report the incidents in elementary school because teachers dismissed them as normal behavior and she knew reporting would be ineffective. As an adult, she has also received extremely vulgar content on social media, including explicit photos, but did not report this either, as the Federation of Bosnia and Herzegovina lacks laws against cyber sexual harassment.
—GENDER-DISCRIMINATORY LANGUAGE IN PUBLIC DISCOURSE
Although certain behaviors of children, especially younger ones, are often characterized as “jokes” among their peers, Čerkić highlights that children may not realize how easily these can escalate into gender-based violence. “Such speech becomes part of the reality and expectations of gender roles for both boys and girls. It is particularly harmful because this kind of talk translates into beliefs about gender roles that shape children’s identities. We see that this gender-discriminatory language is also prevalent in popular music, the press, and everyday public discourse,” emphasizes Čerkić.
As examples of such speech, she cites statements made by certain public figures who have suggested that women belong in the kitchen or that ‘everyone deserves a slap in the face.’ Čerkić points out that such statements, coming from individuals with influence in the public sphere, reinforce harmful gender role expectations.
Class teacher Azra Ekinović also notes that children are often unaware of the consequences of “offensive jokes” and that those who make such jokes at the expense of others have likely heard them within their families. “It is crucial to urge parents never to speak negatively about their children’s friends from school,” Ekinović emphasizes.
FEAR OF JUDGMENT
According to data from a questionnaire created by the Tacno.net portal, which included 102 respondents, 36 percent reported being victims of gender-based violence. Of those who experienced violence, only 27 percent reported it, while the remaining 73 percent chose not to report it for various reasons. The most frequently cited reason for not reporting was fear of condemnation.
Gender-based violence reflects a patriarchal culture and social norms that normalize violence and view it as an acceptable form of communication, according to Prof. Spahić-Šiljak.
Regarding the fear of societal judgment, psychotherapist Čerkić explains that survivors of violence often blame themselves or feel responsible for the violence they experienced. “Very often, the person who committed the violence will blame the survivor or the victim for the abuse, and the victim may start to question whether this blame is justified,” she said.
Čerkić also notes that individuals in abusive partner relationships may wish to remain in their community or relationship, hoping the violence will stop but not the relationship itself. This desire can lead to condemnation from family and friends.
A SYSTEMATIC APPROACH IS REQUIRED
According to a baseline study(http://www.tpo.ba/b/dokument/2017-10-13-Vrsnjacko-i-rodno-zasnovano-nasilje-u-OS-u-BiH-web.pdf) conducted by the TPO Foundation in 2017 on peer and gender-based violence in elementary schools in Bosnia and Herzegovina, interviews with teachers revealed that many were unfamiliar with the concept of gender-based violence and lacked sufficient information on how to respond and support affected children. However, the final baseline study (http://www.tpo.ba/b/dokument/Vrsnjacko-i-rodno-zasnovano-nasilje-u-OS-u-BiH-zavrsna%20baseline-studija-web.pdf) from 2019 shows an improvement in teachers’ understanding of gender concepts and gender-based violence.
These results reflect the efforts of the non-governmental sector. Professor Spahić-Šiljak notes that while some teachers have actively applied the knowledge gained from various trainings, a systemic approach is necessary. Schools should integrate this type of education as a mandatory subject.
Our first interviewee mentioned that involvement in the non-governmental sector and training in areas such as recognizing types of family and partner violence helped her identify covert violence and navigate such relationships.
Classroom teacher Ekinović also believes that the teaching staff is inadequately educated to identify children who have experienced violence. She explains, “Sometimes these children are either too quiet and withdrawn—behavior teachers may interpret as positive because it does not disrupt lessons—or they are hyperactive and draw attention to themselves, leading teachers to view them as undisciplined. It is crucial to recognize and understand the underlying issues affecting these children.”
Ekinović advocates for the inclusion of empathy education in the school curriculum, stating, “Children who are empathetic are more open and communicative, making them more likely to disclose experiences of violence.”
EDUCATION ON GENDER-BASED VIOLENCE WITHIN THE JURISDICTION OF THE CANTON
The Tacno.net portal also reached out to the Federal Ministry of Education and Science (FMON) with inquiries about whether they had considered introducing education on gender-based violence and what the challenges might be in implementing such education in schools. The FMON responded by highlighting that the primary authority for decision-making in education, including topics like gender-based violence, rests at the cantonal level. However, the Federal Ministry of Education and Science, in its coordinating role, advocates for the integration of these topics into educational programs across the entire Federation of Bosnia and Herzegovina. Accordingly, with support from the United Nations Population Fund for Bosnia and Herzegovina (UNFPA BiH), cantonal education ministries, and health sector experts, the FMON has initiated the development of the “Comprehensive Education on Youth Health” Manual for primary schools in the Federation of Bosnia and Herzegovina.
The “Comprehensive Youth Health Education” program is an interactive and participatory educational concept based on life skills, covering a wide range of topics related to youth health. Topics include Sex, Gender, Friendship; Gender and Social Norms; Puberty and Gender-Based Violence; Myths and Prejudices about Violence, among others. These subjects will be taught in community classrooms across the Federation.
The UNFPA, in partnership with the XY Association, has supported the introduction of comprehensive education on these topics in two cantons of the Federation: Sarajevo Canton and Bosnian Podrinje Canton of Goražde (BPK). Through a collaborative effort involving the Federal Ministry of Education and Science, the Federal Ministry of Health, cantonal ministries of education and health, educational and pedagogical institutes, the Council of Parents, and the XY Association, the Healthy Lifestyles curriculum and the corresponding Teacher’s Manual have been developed. The curriculum covers topics such as healthy nutrition, physical activity, prevention of substance abuse, gender aspects, school violence prevention, nurturing diversity, and sexual and reproductive health. The topics are interconnected and require a synergistic and creative approach in their implementation.
In the Canton of Sarajevo, following a Constitutional Court ruling, the Ministry of Education, Science, and Youth amended the Law on Elementary Education to create the necessary conditions for introducing this subject into elementary schools. Alongside Religious Studies and Society for the Culture of Religions, a third subject was introduced to provide equal status to parents and students whose choices did not include the listed subjects.
In contrast, in the Bosnian Podrinje Canton of Goražde, the Healthy Lifestyles program (initiated in 2013/2014) is implemented as an optional subject for students in grades 5 through 9. Since the 2018/2019 school year, all students in grades 6 through 9 have participated in the specialized “Youth Health” program, which includes educational modules on health, violence prevention, healthy lifestyles, and reproductive health. From the 2019/2020 school year, this program was extended to include students in grades 4 and 5.
FMON noted that one challenge in this area could be the reluctance of cantonal education ministries to incorporate these topics into the formal education system. Tacno.net also inquired with the Ministry of Education, Science, Culture, and Sports of the Croatian National Academy of Sciences about the potential introduction of education on gender-based violence in schools, but received no response before this text was published.
Introducing education on gender-based violence is crucial for the health of children, as well as for the well-being of school and social communities. Our sources believe that at the community level, we need to increase awareness, engage actively, and support the development of a system that prevents violence.
“Unfortunately, we only react when extreme forms of violence occur, rather than taking preventive actions. The patriarchal culture continues to promote gender roles where women are seen as weaker, and even those who are not must sometimes pretend to be to survive. The same applies to men who do not conform to stereotypical patterns of masculinity, such as macho behavior and aggression. These men also become victims of violence because they do not fit the expected norms of masculinity,” explains Prof. Spahić-Šiljak.
