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Paper long abstract

It is time to hear straight from the horse's mouth. The continuous publication of poor school results from Busoga sub-region makes all the research reports and policy briefs appear ill-focused. This paper seeks to answer one bread question: What do school children know about the contribution of sociocultural factors in Busoga on gender-based violence in schools and the impact on their schooling? This child-focused study, employing both qualitative and quantitative approaches and designs intends to adopt a Vygotskyan sociocultural perspective with learners between ages 9 and 13 as participants from selected public schools in three districts in Busoga sub-region. The study is also informed by a deliberately reviewed pool of literature and traces of social and historic chronicles. The findings and recommendations of this study will help to highlight the importance of a child as a principal stakeholder in their education journey as well as his/her psychohistorical and sociocultural development and the need for condensed attention pitched towards early detection, prevention and elimination of gender-based violence in schools and beyond.