000162895 001__ 162895
000162895 005__ 20251017144603.0
000162895 0247_ $$2doi$$a10.3389/feduc.2025.1593176
000162895 0248_ $$2sideral$$a145364
000162895 037__ $$aART-2025-145364
000162895 041__ $$aeng
000162895 100__ $$aMolina Roldán, Silvia
000162895 245__ $$aA research synthesis of effective programs to address gender-based violence in the school context: actors involved, and impacts achieved
000162895 260__ $$c2025
000162895 5060_ $$aAccess copy available to the general public$$fUnrestricted
000162895 5203_ $$aGender-based violence is a social problem that is also present in schools. Scientific research on violence in the school setting has discussed schools as a context of socialization on gender violence, but also as a context where gender violence victimization can be prevented. Based on this, the objective of this study is to analyze and systematize the existing knowledge on effective programs addressing gender-based violence in school contexts (primary and secondary education) to identify the main components of effective programs and their key impacts. To this end, a research synthesis of the scientific literature was conducted. A total of 2,088 articles were initially retrieved from the primary scientific databases, and a final sample of 21 articles was analyzed after successive screening based on the inclusion criteria. Subsequently, the selected studies were analyzed according to the types of key actors involved in the programs studied and the impacts they informed. The results show, on the one hand, that there exist effective intervention programs that achieve positive impacts in preventing, reducing, and overcoming gender violence, which transform knowledge, attitudes, behaviors, and experiences related to gender violence. On the other hand, effective intervention programs are characterized by involving key actors, especially the peer group, teachers, and the community, which highlights the importance of promoting bystander intervention, effective teacher training, and community participation as a whole-school approach to effectively addressing gender-based violence in the school context.
000162895 536__ $$9info:eu-repo/grantAgreement/ES/AEI/PID2021-124514OB-I00
000162895 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000162895 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000162895 700__ $$0(orcid)0000-0003-4530-9645$$aÍñiguez-Berrozpe, Tatiana$$uUniversidad de Zaragoza
000162895 700__ $$aRenta-Davids, Ana Inés
000162895 700__ $$aCerviño-López, Elsa
000162895 7102_ $$14009$$2775$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Sociología
000162895 773__ $$g10 (2025), 1593176 [22 pp.]$$tFrontiers in Education$$x2504-284X
000162895 8564_ $$s518038$$uhttps://zaguan.unizar.es/record/162895/files/texto_completo.pdf$$yVersión publicada
000162895 8564_ $$s2174149$$uhttps://zaguan.unizar.es/record/162895/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000162895 909CO $$ooai:zaguan.unizar.es:162895$$particulos$$pdriver
000162895 951__ $$a2025-10-17-14:14:31
000162895 980__ $$aARTICLE