A study on the insight of university students regarding Gender-Based Violence in Sri Lankan universities

Abstract

Gender-Based Violence (GBV) remains a pervasive challenge worldwide, with significant implications for individuals’ safety, well-being, and educational success. Although universities are ideally spaces for learning and empowerment, they are often affected by Gender Based Violence, which negatively impacts students’ academic and personal lives. In Sri Lanka, limited research exists regarding university students’ awareness and perceptions of GBV, creating a knowledge gap that hinders effective policy and intervention design. This study aimed to assess the level of insight university students have about different forms of GBV, their perception of its seriousness within campus environments, and their knowledge of institutional policies and support mechanisms. The central research questions were how aware university students are of the various manifestations of GBV, how seriously they perceive the issue and how familiar they are with the university’s procedures and policies related to GBV. A review of relevant literature indicated that while GBV awareness programs and policies are critical in higher education institutions globally, students’ understanding often remains incomplete, particularly regarding less visible forms of violence and institutional responses. This gap is exacerbated by cultural norms and limited policy visibility in Sri Lankan universities. The study employed a quantitative descriptive methodology, surveying 75 undergraduate students from four major Sri Lankan universities using a structured questionnaire. The data were analysed using descriptive statistics and content analysis of open-ended responses. Results showed that although 74.7% of students had heard of GBV and most could identify common forms like sexual harassment and verbal abuse, many lacked awareness of other forms and institutional policies. Most students rated GBV as only slightly or moderately serious at their universities. Furthermore, a majority were unaware of university support systems or reporting procedures, highlighting critical gaps in awareness and institutional communication. The findings underscore the need for Sri Lankan universities to enhance GBV education, increase policy transparency, and establish accessible support mechanisms. Improving student knowledge and institutional responsiveness is essential to creating safer, more supportive campus environments. This research provides evidence-based recommendations for university administrators, educators, and policymakers to address these challenges effectively.