From Silence to the Classroom: A Survivor’s Journey Back to School
By Alain Kabinda
LUSAKA — Every morning, children across Zambia walk through school gates carrying books, uniforms and hopes for a better future. Yet for many girls, another burden travels with them is fear.
Fear of violence at home. Fear of harassment in the community. Fear of being forced into marriage before completing school. Fear of speaking out.
Health experts and education advocates say these fears are not isolated experiences but part of a wider crisis that is quietly undermining Zambia’s development agenda.
Speaking to Daily News in Lusaka through an interview, Dr. Malizgani Paul Chavula, a Lecturer and Researcher in the Department of Community and Family Medicine at the University of Zambia’s School of Public Health, said that Gender-Based Violence (GBV) remains one of the country’s most serious social and public health challenges.
(Dr. Malizgani Paul Chavula)“Gender-Based Violence remains a serious challenge in Zambia, affecting the wellbeing, safety and future of women, girls and entire communities,” Dr. Chavula said.
He explained that the impact of GBV extends far beyond individual survivors, affecting education, health and economic development.
“GBV contributes to school absenteeism, dropout, early marriage, teenage pregnancy, poor academic performance and reduced participation in educational programmes,” he said. “Many learners, especially girls, fail to reach their full potential because violence and fear create barriers to education and personal development.”
For many girls, the effects of violence appear first in small ways — missed lessons, declining grades, withdrawal from friends and reduced participation in school activities.
Child-protection workers report that girls who experience violence frequently struggle with emotional trauma, stigma and economic hardship, making it difficult to continue their education even when schools remain open to them.
When a girl leaves school because of violence, the consequences are not limited to one child. Communities lose future teachers, nurses, entrepreneurs and leaders.
Dr. Chavula argues that addressing GBV requires a much broader response than police action or court proceedings.
“Addressing GBV requires collaborative governance and collective action involving government ministries, schools, churches, traditional leaders, civil society organisations, parents, youth and community structures,” he said.
“No single institution can solve this problem alone.”
He said churches can help promote messages of respect, dignity and non-violence, while traditional leaders can challenge harmful cultural norms that perpetuate abuse and discrimination.
Schools, he added, have a responsibility to strengthen child-protection systems and ensure that learners know where to seek help.
Communities also play a critical role by supporting survivors rather than silencing them.
Across Zambia, organisations working in education and child protection are increasingly focusing on prevention.
Awareness campaigns are encouraging parents to keep girls in school, report abuse early and speak openly about violence. Youth groups are also emerging as important voices in promoting gender equality and challenging harmful social norms.
Advocates say changing attitudes is just as important as changing laws.
“When communities begin to reject violence, children become safer,” one civil society representative said during a recent child-protection discussion.
Supporters of stronger GBV prevention efforts say the goal is not only to protect survivors from immediate harm but also to ensure they can continue learning, growing and participating fully in society.
This requires access to counselling, healthcare, legal assistance and safe spaces where survivors can seek help without fear.
For many girls, timely support can mean the difference between returning to school and dropping out permanently.
Increasingly, experts are framing GBV as a national development issue rather than a private family matter.
So far Zambia has invested heavily in education, youth empowerment and gender equality programmes. Yet those investments cannot achieve their full impact if violence continues to force learners out of school.
“A country cannot build strong human capital while many of its girls are denied safety and opportunity,” Dr. Chavula said.
He stressed that protecting women and girls is inseparable from protecting education, health and economic development.
“GBV has no place in our homes, schools, churches or communities,” he said. “Protecting women and girls protects education, health and development.”
As the school day ends and children head home carrying homework and ambitions for tomorrow, whether those ambitions survive often depends on what awaits them beyond the school gate: a home free from violence, a community that values girls’ education, a church that teaches respect, a traditional leader who rejects harmful practices and a school that protects every learner.
And Daily News took an advantage during a election campaign in Monze Southern Province Zambia, by interviewing a 17-year-old Mary (not her real name) sits in her classroom, she often looks at the chalkboard for a moment before opening her exercise book. It is a quiet reminder that there was a time when she thought she would never be a pupil again.
Mary grew up in a low-income community of Nteme Constituency in Monze District. She was known among her teachers as a bright learner who loved English and dreamed of becoming a teacher.
“I used to tell my friends that one day I would stand in front of a class and teach children,” she said.
But that dream began to fade when she experienced Gender-Based Violence at home.
The abuse left her frightened and emotionally exhausted. She struggled to concentrate in class and began missing lessons frequently. Eventually, she stopped attending school altogether.
“I felt like my life had ended,” Mary recalled. “I stayed indoors most of the time. When I saw other girls going to school, I would cry.”
Months turned into a year. Her textbooks gathered dust while she helped with household chores and avoided former classmates.
“I thought people would laugh at me,” Mary Stated. “I thought I had failed.”
Mary’s turning point came when a community social worker visited her family after hearing that she had dropped out of school. The social worker encouraged her to speak openly about what had happened and linked her to counselling services.
“She told me that what happened was not my fault,” Mary said. “That sentence changed me.”
The counsellor worked with Mary to rebuild her confidence, while local community leaders encouraged her family to support her return to school. Her former head teacher also visited and assured her that the school would welcome her back.
“I was still afraid,” Mary admits. “I thought everyone would know my story.”
To ease her transition, the school arranged regular meetings with a guidance teacher and paired her with a supportive classmate.
“My hands were shaking when I entered the classroom,” she said. “I sat at the back and did not speak.”
During the first weeks, she avoided answering questions even when she knew the answers. Slowly, with encouragement from teachers and classmates, she began participating again.
One day, she volunteered to read aloud during an English lesson.
“When I finished reading and the teacher said, ‘Well done, Mary,’ I felt like I belonged there again,” she said.
Today, Mary is in Grade 11. She is one of the most active members of the school’s peer-support club, where learners discuss issues such as bullying, violence and mental health.
She now speaks to younger girls about the importance of reporting abuse and seeking help.
“I do not want another girl to suffer in silence,” she said. “There are people who can help.”
Mary’s academic performance has also improved steadily. She recently passed her end-of-term examinations and says she is preparing seriously for her final secondary school exams. Mary Explained.
Mary’s experience highlights the importance of coordinated support for survivors of Gender-Based Violence. Counselling, school support, family involvement and community acceptance can make the difference between permanent dropout and successful reintegration into education.
For Mary, returning to school was not only about resuming classes; it was about reclaiming her future.
“I learned that surviving violence is not the end of the story,” she added. “The next chapter can still be beautiful.”
Asked what she would say to another girl who has left school because of violence, Mary pauses before answering.
“I would tell her this: what happened to you does not define you,” she urged. “You are still worthy of education, respect and a future. Do not give up on yourself.”
Every step she takes in her school uniform is proof that violence did not destroy her dream — and that with support, courage and opportunity, a survivor can become a student again, a leader again and a symbol of hope for others.
Those small acts of protection, repeated across thousands of homes and communities, can shape the future of a nation.
Dr. Chavula believes the path forward lies in collective responsibility.
“Let us work together to prevent violence, support survivors, promote gender equality and create safe learning environments for every child in Zambia,” he said.
For Zambia, the fight against GBV is ultimately more than a campaign against violence. It is a fight for the classroom, for the girl child and for the country’s future.
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