Introduction and Context
Violence is one of the biggest threats that young people face, not only for their physical but also for their mental health, and much of this violence happens between peers. In the past year alone, one billion children worldwide – over half of all young people aged 2–17 years – have experienced emotional, physical or sexual violence. Both boys and girls experience high levels of violence, both at home and in school where children spend a significant amount of time. 40% of 13-15 year old were involved in a physical fight in the past 12 months, and 39% reported being bullied at least once in the past 2 months, translating to 261 million 13-15 year old boys and girls who had experienced these forms of violence in a school setting.
In South East Europe, violence against children in schools is pervasive. In Moldova for instance, thousands of children experience violence. UNICEF reports that 76 percent of Moldovan children aged 2-14 years old experience violent methods of discipline and almost every second adolescent knows a peer suffering from bullying in school.
School violence has a big impact on children’s educational attainment, mental and physical well-being, and ability to meet their potentials. First of all, a violence-prevention agenda for schools needs a strong evidence and knowledge base, and needs to ‘Partner with children, listen to them and work with them, recognizing the contribution of children to the creation of violence-free schools’.
Indeed, children themselves play a role as agents of transformation. Children have the right to be heard, to express opinions on matters that affect them, and to access information, while respecting the roles and responsibilities of parents and others in authority. When children learn to communicate opinions, take responsibility and make decisions, they are prepared for improved academic performance and good citizenship.
Schools are important spaces where children can develop pro-social behaviour and skills for positive relationships. Social and gender norms – whether harmful or positive – are emphasized and perpetuated within school culture. As with all violence, violence in schools can vary depending on whether the child is a boy or a girl. School-related gender-based violence (SRGBV) describes the range of acts or threats of sexual, physical or psychological violence happening in and around schools that are driven by gender norms and stereotypes and enforced by unequal power dynamics (2). For example, boys may be more likely to receive harsh physical discipline from male teachers, while girls may be more likely to experience sexual harassment or pressure to exchange sex for grades. IPV or “dating violence” also reflects gender inequalities in power. 
The Child Protection Hub is a regional initiative providing knowledge and capacity building as well as networking opportunities for thousands of child protection workers in South East Europe. The ChildHub plans to conduct a regional formative research to measure the social and gender norms impacting on school related (gender based) violence (SRGBV), and the potential role of children in challenging these social norms.
Questions for the Research:
Some of the questions the research would try to answer will be addressed to three groups of informants (children, community members and parents and school professionals) and will include:
- The attitudes, behaviors and perceptions of children, community members and school professionals about violence against children in general, and school related gender based violence in particular
- The perceptions of school children, community members and school professionals about their peers’ attitudes towards violence against children and SRGBV
- School children sense of agency and efficacy in preventing or responding to violence against children in general and SRGBV in particular
- Community members and school professionals perceptions and attitudes towards children’s agency and efficacy in preventing and responding to violence against children
In order to conduct this regional research, ChildHub is looking for highly professional national researchers, to conduct research in their own countries, following a harmonized methodology. Researchers sought in Albania, Bosnia-Herzegovina, Bulgaria, Croatia, Kosovo, Moldova, Romania and Serbia.
Scope of Service:
The national researcher (Moldova) will be responsible to:
- Attend a regional workshop for all researchers to discuss the methodology to be followed;
- Conduct research at country level, closely following the agreed upon methodology, most probably involving desk review, and key informant interviews with children, parents and professionals;
- Write the national research in English.
A lead researcher will be at hand to oversee the process and to write an overall synthesis report out of the 8 national reports. This research report is expected to be presented at ChildHub’s next regional conference April 2019.
- Selection of candidate: August
- Methodology and desk research: August-September
- Field work: October-December
- Report writing: January-March
- First draft reports: mid-March
- Second drafts April 1st 2020
- Proficiency in English both in writing and orally;
- Sound knowledge of research methodologies;
- Research experience in the field of child protection;
- Ability to work with an international team of researchers.
Please submit the following information to Terre des hommes Moldova – firstname.lastname@example.org – by July 29th, 2019:
- References to previous, similar work done
- Price offer
Short-listed candidates will be contacted to be interviewed.
For any additional questions, please contact Veronica Pelivan at +373 69923408 or email@example.com
 Know Violence in Childhood 2017. Ending Violence in Childhood. Global Report 2017. Know Violence in Childhood. New Delhi, India
 SRSG on Violence against Children. Tackling violence in schools: a global perspective. Bridging the gap between standards and practice. 2012
 INSPIRE Handbook
 INSPIRE Handbook