Dunne (2007) finds that when it comes to discipline and obedience, female teachers would have difficulty getting by with boys. When they succeeded in disciplining the boys, the teachers made them sit among the girls as punishment. Similarly, in their study of Zimbabwean secondary schools Mutekwe and Modiba (2013), found that when boys harassed or teased girls, teachers laughed with the boys or simply ignored them. This made the girls afraid of answering the questions incorrectly. Instead, girls were forced to behave meekly and not participate in lessons for fear of being ridiculed. In both cases the gender disparity is evident. Girls are treated inferiorly and preference is given to boys, perpetuating gender bias and giving acceptance to gender-based violence. To make matters worse, both Dunne (2007) and Mutekwe and Modiba (2013) found that it was common for male teachers to have girls do housework. This not only reinforces heteronormative roles, but in some cases, as one student reports, “Teachers will say they are in love with you, so they will ask you to clean their house, to wash their clothes, but when you get pregnant they will leave you alone. house". drop out of school and suffer” (Muteke and Modiva, 2013, p. 26). Although education is seen as a way to empower women, this is a perfect example of an educator doing just the opposite. These girls are being exploited. They are hurt physically and emotionally for the rest of their lives. While there is no exact count of the number of cases of sexual abuse in the educational sphere, school must be a safe space for children and there must be accountability on the part of those who train teachers who are often development professionals. After all, getting girls to attend school is one thing