Mentors in Violence Prevention (MVP) is a peer mentoring programme that gives young people the chance to explore and challenge the attitudes, beliefs and cultural norms that underpin all forms of gender-based violence in our society.

Exploring violence through a gendered lens, young people are aware of biases that exist within society and develop leadership skills in order for them to employ ‘active bystander’ theory. Young people explore the scope of violence and are motivated in challenging victim blaming.

The programme addresses a range of behaviours including physical violence, name-calling, sexting, coercive and controlling behaviour and harassment. Individuals are not looked on as potential victims or perpetrators but as empowered onlookers with the ability to support and challenge their peers whilst keeping themselves safe.

Visit the Mentors in Violence in Scottish schools website - to find out more including resources for MVP.

Background

Figures from the Scottish Government highlight the enduring and increasing problem of gender-based violence in Scottish society. There is additional evidence (see Barter, McCarry, Berridge and Evans (2009) Partner Exploitation and Violence in Teenage Intimate Relationships) that young people - particularly girls - encounter physical, emotional and sexual violence. The Mentors in Violence Prevention programme was introduced in Scottish schools in response to these issues.

MVP is featured in the preventing and responding to gender-based violence framework. 

Find out more about MVP in the following short videos. The first introduces the MVP programme and the second explains the five core components.

Purpose

The MVP programme supports young people to positively influence the attitudes and behaviour of their peers to tackle the issue of gender-based violence. Following a pilot programme in Edinburgh and Inverclyde councils in 2012, it has since been introduced in all 32 local authorities across Scotland.

The impact

Evidence of the impact of MVP has been gathered through staff and pupil feedback, attitude questionnaires and focus groups, with both mentors and mentees reporting that they are more aware of the issues related to gender-based violence. In addition:

1. Staff report an increase in pupils who are ready to alert them to safety concerns, from a fight brewing, or a friend self-harming, to someone carrying a sharp object into school. This increased communication allows staff to be proactive and to put support in place as necessary.
2. Pupils and staff have related examples of pupils intervening on the school bus or in the community when they have witnessed violence or bullying. Pupils report that they are now aware of a variety of ways that they can intervene when witnessing behaviours that are detrimental to wellbeing.
3. Both pupils and staff refer to an improved ethos within school and a reduction of barriers between older and younger pupils. Mentors and staff identify a positive impact on mentors’ confidence and the enhancement of a range of skills such as team-work and presentation skills. Staff suggested that leadership was a key quality developed by involvement in the programme.
4. Following staff training in MVP, there is a significant increase in the number of staff who feel that they have the necessary skills to educate others about gender-based violence. There is evidence of increased awareness of issues, an increase in those who believe that bystanders can make a difference, and a rise in the number of staff who thought that they would challenge gender-based violence.

How to use this resource to improve practice

The MVP programme can be used to help deliver many of the experiences and outcomes in Curriculum for Excellence, contributing to a culture of safety where learning can flourish. Practitioners can use the following questions to prompt discussion:

1. What strengths/areas for development are there in your school’s current approach to reducing gender-based violence?
2. How could MVP support current approaches?
3. What needs of the school or community could this programme help address?
4. What might the barriers be in your establishment to adopting this programme? How might these barriers be overcome?
5. MVP promotes close partnership working. Who would you consider to be your main collaborative partners and how might you see them being involved?