Key Social Norms Take-aways This study underscores the challenges and potential of using online platforms to shift deeply embedded social norms around school-related gender-based violence among teachers in Uganda. The intervention found that directly confronting harmful norms—such as those supporting corporal punishment or victim-blaming in sexual harassment cases—often reinforced these norms. Instead, emphasizing positive role models and protective norms, engaging peer influencers, and providing practical tools proved more effective for shifting teacher attitudes and behaviors. These insights are critical for designing scalable, online social norm change interventions.
Objectives The study aimed to (1) assess the reach and engagement of a social media intervention targeting teachers, (2) explore the social norms and attitudes voiced by teachers related to school-related gender-based violence, and (3) identify implementation challenges and lessons learned to inform future online social norm-shifting interventions.
Methods The researchers used a mixed-methods approach, combining quantitative monitoring of engagement on Facebook and WhatsApp posts with qualitative thematic analysis of teacher comments. Additionally, they conducted semi-structured post-intervention interviews with a subset of teachers to gather further insights. Weekly team meetings supported adaptive implementation.
Intervention Details The “Everyday Heroes” social media intervention, implemented by Save the Children, aimed to reduce teacher-perpetrated school-related gender-based violence in Uganda. It included a public Facebook page, a private Facebook group, and a private WhatsApp group that featured regular posts from program facilitators encouraging discussion on key behaviors such as corporal punishment, sexual harassment, and gender equity. Posts were designed using Cialdini’s principles of influence and informed by formative qualitative research. Mid-course corrections were made to shift from focusing on harmful norms to promoting positive norms. Peer influencers from participating schools were also engaged to model positive behavior.
Results Teachers actively engaged in discussions, especially around corporal punishment, where many defended the practice using cultural justifications. However, some teachers recognized the emotional harm caused by such practices. Attitudes toward sexual harassment were mixed; while most teachers condemned it, some blamed girls or questioned their credibility. Gender equity was more uniformly supported in discourse. Teachers appreciated resources on positive discipline and the opportunity to share experiences. Posts focusing on positive norms and teacher influence generated more constructive engagement than those directly challenging harmful norms.
Conclusions The study highlights both the promise and pitfalls of using social media to shift entrenched social norms among educators. Emphasizing positive norms, using peer influencers, and incorporating real-time feedback mechanisms are key strategies for improving future interventions. Social media can be a powerful, scalable tool for fostering norm change, but it requires careful moderation and adaptive design to avoid reinforcing harmful beliefs.