Violence against children is a widespread phenomenon in Egypt. The education sector has a large role to play in preventing violence and promoting child-wellbeing inside and outside schools. This study reviews the literature, assesses the current status and attitudes regarding School-Based Child Protection and documents a nine-month action research project conducted with International British Schools. Data is collected via six school visits, a baseline questionnaire administered to 60 respondents from 44 schools, field notes, participant feedback and participant reflections. The paper discusses lessons learned on the school’s needs, challenges and opportunities, as well as culture-specific aspects and contextual factors that need to be taken into consideration. The author then draws implications for policy development and implementation and capacity building on both the state level and the school level and identifies topics requiring further research. Findings show that there is a substantial lack in child protection policies and practices and that child-centered thinking is overpowered by the dominant focus on child disciplining and educator authority, reflected especially in the shortcomings of state policy and services and the limited scope of educator training. Capacity building efforts in Child Protection require trust-building efforts, reflective practice on underlying assumptions (e.g. regarding authority, confidentiality and sexuality), the establishment of preventive measures and responsive mechanisms, as well as increased child participation and empowerment, staff accountability and monitoring.


International & Comparative Education Department

First Advisor

Megahed, Nagwa


139 p.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item


The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Publication Date

Fall 1-17-2018

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