Gender-sensitive school environment and bullying victimization among adolescent girls: A multilevel study in Nepal.

Background: Bullying is an understudied global social problem. While school-level factors are a recognized influence on bullying victimization, the elements of a 'girl-friendly' school that may reduce the risk of bullying victimization among girls and prevent dropout is understudied in lower- and middle-income countries (LMICs). This study used baseline data from the evaluation of the Room-to-Read (RtR) Girls' Education Program (GEP) in Nepal to assess the relationship of a conceptually grounded gender-equitable school (GES) index with girls' risk of direct and relational bullying victimization, adjusted for potential confounders at the individual and school levels.

Process evaluation of a systemic intervention to identify and support partner violence survivors in a multi-specialty health system.

Background: Intimate partner violence (IPV) is highly prevalent in the United States and impacts the physical and mental health and social well-being of those who experience it. Healthcare settings are important intervention points for IPV screening and referral, yet there is a wide range of implementation of IPV protocols in healthcare settings in the U.S.

Creation of the gender-equitable school index for secondary schools using principal components analysis.

Background: Higher schooling attainment for girls is associated with improved maternal and child health outcomes. In low- and middle-income countries, girls drop out of school at higher rates than boys beginning in early adolescence due to factors such as son preference and lack of access to menstrual supplies.

Methods: Using principal components analysis, we created a gender-equitable school (GES) index with data from 159 secondary schools in Nepal to measure school-level factors that may influence girls' secondary school pass rates.

Students and brides: a qualitative analysis of the relationship between girls' education and early marriage in Ethiopia and India.

Background: Early marriage (< 18 years) is associated with education cessation among girls. Little research has qualitatively assessed how girls build resiliency in affected contexts. This study examines these issues in Oromia, Ethiopia and Jharkhand, India among girls and their decision-makers exposed to early marriage prevention programs.

Beyond the statistic: exploring the process of early marriage decision-making using qualitative findings from Ethiopia and India.

Background: Early marriage of girls (marriage < 18 years) is a pervasive abuse of rights that compromises maternal and child health. The common conceptualization of this practice as an outcome undermines the nuanced and sometimes protracted decision-making process of whom and when to marry.

Methods: This paper uses qualitative data from semi-structured interviews with females aged 13-23 years who participated in child marriage prevention programs and either married early or cancelled/postponed early marriage, and their key marital decision-makers in Oromia, Ethiopia (n = 105) and Jharkhand, India (n = 100).