International Women’s Day 2026: Challenging Gender-Based Violence

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By Chathushka Kiriella 

This event, hosted by UWE Bristol, on 6 March 2026, brought together researchers, practitioners and students to explore an urgent theme: challenging gender-based violence. Almost two months on, it is important that these conversations do not lose momentum. The issues raised throughout the event remain pressing for both individuals and institutions, reminding us that International Women’s Day should not mark the end of the conversation, but rather encourage continued reflection, discussion and action.

The event combined a powerful keynote with a thought-provoking panel discussion and interactive stands, offering both critical insight and practical reflection on how change can happen.

Alternative strategies to halve violence against women and girls? 

Keynote by Professor Sylvia Walby – OBE FBA FAcSS, Royal Holloway, University of London 

The keynote from Professor Sylvia Walby set the tone for the day, highlighting the systemic causes of violence against women and girls and alternative strategies to reduce it.

A central message was the importance of specialised support services. Across Britain, hundreds of organisations support survivors of domestic and sexual violence but despite recognition in government strategies, these services receive only a fraction of the funding they need. Professor Walby also drew attention to the importance of gender inequality. While violence against women and girls is widely understood as both a cause and consequence of inequality, this connection is not always visible in official strategies.

Another key theme was how we understand violence itself. Rather than isolated incidents, Professor Walby framed violence as part of a broader social system, linked to institutions such as the economy, the state and civil society. She also highlighted challenges in measuring violence, noting that current data is fragmented and often under-reports the true scale of the problem and its gender dimension. This lack of clear data makes effective policy responses difficult.

Perhaps most striking was the imbalance in funding: while the economic cost of domestic abuse in the UK is estimated at £66 billion, only a tiny proportion is invested in specialised support services. Instead, the focus is on policing and criminal justice.

Panel discussion: insights from UWE researchers

The powerful keynote was followed by a panel discussion which brought together academics from UWE Bristol’s College of Business and Law including Duncan McPhee (Associate Professor), Sophie Marsh (Lecturer in Law) from the Bristol Law School, and Chloe Tarrabain (Senior Lecturer in Organisational Studies) and Stefano Gasparri (Senior Lecturer in HRM) from the Bristol Business School. Each highlighted their research expertise in different aspects of gender-based violence and contributed to discussion which brought to the fore the many shared challenges across policing, the justice system, workplaces and wider society.

A strong theme that emerged was the lack of progress, despite years of research and policy attention. Duncan McPhee reflected on over two decades of work in rape and domestic abuse investigations, noting how many of the same issues particularly around policing failures and limited support for victims remain unresolved. This was especially evident in research on sex workers, where deep mistrust of police continues to act as a barrier to reporting violence.

The discussion also highlighted the complex realities victims face when engaging with the criminal justice system. Sophie Marsh focusing on police interviews with rape survivors noted that, although efforts have been made to reduce trauma such as recording interviews for use in court many survivors still report negative experiences. It was suggested that a key issue is the lack of consistent support throughout the process. At the same time, police officers themselves face competing pressures, balancing the need for trauma-informed approaches with demands to gather evidence quickly and meet legal expectations.

Beyond formal systems, the panel explored how stigma shapes survivors’ everyday lives, particularly in professional environments. Chloe Tarrabain emphasised that victims are often navigating multiple identities as employees, colleagues and professionals while dealing with abuse. Fear of judgement or being perceived as less capable can prevent disclosure, leading individuals to adopt coping strategies such as avoidance or carefully managing how they present themselves at work. These insights highlighted the often invisible emotional labour involved in maintaining a sense of normality.

The conversation also turned to how gender-based violence is framed more broadly. Stefano Gasparri argued that the use of gender-neutral language in policy can obscure the reality that such violence is deeply connected to gendered power imbalances. Workplace sexual harassment, for example, is often treated as a procedural issue rather than recognised as a form of violence. The role of men in addressing these issues was also discussed, with emphasis on the importance and ongoing challenges of encouraging meaningful male allyship.

Taking action: interactive stands

Beyond these discussions, the event also highlighted practical ways to support gender equality.

One example was the presence of Smart Works, an organisation set up to help unemployed women back into work, including coaching, providing ‘ready for work’ clothing and building confidence. Donations of professional clothing were collected to help unemployed women prepare for interviews, an initiative that directly supports economic independence.

A stand organised by Vanda Papafilippou and Chathushka Kiriella invited participants to take part in a “Give to Gain” pledge aligned with the International Women’s Day 2026 theme. Attendees wrote personal commitments to advancing gender equality, contributing to a shared sense of responsibility and action.

These pledges ranged from professional commitments, such as “giving time to mentor others through every step of their journey” and “putting more effort into supporting women through flexible working practices”, to wider reflections on community and culture, including “passing empathy on to future generations” and simply encouraging women to “be kind to each other.”

Final reflections

The event made clear that gender-based violence is not an individual issue; rather, it is systemic, structural, and deeply embedded in society. From gaps in funding and policy to stigma and institutional barriers, the challenges are complex. But the research and discussions at this event also pointed toward solutions: better support services, stronger community engagement, more inclusive policies, better data, more research and a willingness to confront uncomfortable truths.

Most importantly, the event reinforced that meaningful change requires collective effort across researchers, institutions, communities and individuals.

Restoring control or reinforcing exclusion? UK immigration policy and international students

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By Chathushka Kiriella

“Is it still worth staying in the UK?”

That’s a question many international students are asking themselves now. Not about their coursework or career ambitions, but about whether the future they planned is still possible. For many, the answer is becoming increasingly uncertain.

In May 2025, the UK government released its white paper Restoring Control Over Immigration, outlining a series of reforms aimed at reducing net migration. While framed as necessary and pragmatic, the changes have had a profound effect on how international students experience studying and imagining a future in the UK.

But beyond the policy details lies a deeper shift. International students are no longer framed as global learners or future professionals but increasingly as a potential risk and ‘regulated, conditional migrants’.

A system that changed midway

For years, the UK presented a clear and structured pathway for international students: study, gain work experience, and potentially transition into long term employment and settlement. Students made life changing decisions based on that promise.

They paid significantly higher tuition fees than domestic students. They navigated complex visa processes, proved their English proficiency, and contributed financially through visa costs and healthcare surcharges. Many invested not just money, but years of planning and personal sacrifice. Now, that pathway is narrowing.

Recent reforms include:

  • Restricting dependants to PhD level students only
  • Reducing post study work visas from two years to 18 months
  • Raising the skilled worker salary threshold significantly
  • Extending settlement timelines

Individually, each change may seem technical. Together, they fundamentally reshape what is achievable.

Students who arrived under one set of expectations now find themselves navigating a very different reality.

The human impact behind the policy

What these changes look like on paper is one thing, what they feel like in practice is another. Many students I work with are experiencing growing anxiety, not because they lack ambition or ability, but because the goalposts have moved.

Carefully mapped plans are becoming unworkable. Career routes that once seemed realistic now feel out of reach. For some, the UK is no longer a place to build a future, but a temporary stop with an uncertain ending.

And yet, these are students who did everything “right.” They followed official guidance. They complied with every requirement. They invested in a system they believed was stable.

When that system shifts, the impact is not just logistical. It is deeply personal.

The power of language

Alongside these policy changes, there has been a noticeable shift in how migration and migrants are discussed. The white paper uses terms like “explosion,” “burden,” and “loopholes.” These are not neutral descriptions. They shape how people understand the issue.

When migration is framed as a crisis, those within it, regardless of their legal status, risk being seen through the same lens.

One of the most concerning aspects is the lack of distinction between different types of migrants. International students, who are legally sponsored, financially contributing, and closely monitored, are often folded into broader narratives about migration pressures. This blurring matters.

It creates a perception that all migrants are equally responsible for strain on public services or infrastructure, despite vast differences in their circumstances and contributions. Language does not just reflect policy. It reinforces it.

What is missing from the conversation

While the economic contribution of international students is often acknowledged, the conversation rarely goes further. Missing are the less measurable but equally important contributions: the diversity of perspectives in classrooms, the exchange of ideas across cultures and the role students play in shaping globally connected institutions.

International students are not just fee payers or future workers. They are participants in a shared academic space, contributing to knowledge, debate and innovation.

Reducing them to numbers or targets overlooks the very purpose of higher education as a global and collaborative endeavour.

When policy enters the classroom

As an academic, I have found my role changing in ways I did not expect. My work is no longer just about teaching and research. Increasingly, it involves helping students make sense of policies, navigate uncertainty and rethink their futures.

The questions I receive have shifted:

“Can I still stay after I graduate?” “Should I bring my family?” “Is there any point applying for jobs here?”

These are not questions I was trained to answer.

At the same time, while universities do have support systems in place for  international students including the Immigration Advice Service team, Careers services, and the Global Centre. There are limits to what these teams can do when wider policy decisions are beyond their control. In many ways, they become messengers navigating constantly shifting immigration and political landscapes. Although staff continue to support and guide students as best they can, universities themselves are also operating within constraints, creating a difficult position where institutional support can only go so far against broader political and policy changes.

On one hand, I am part of an institution that recruits international students and operates within government frameworks. On the other, I see firsthand the emotional and practical consequences of those frameworks. There is a constant tension between compliance and care.

For those of us who were once international students ourselves, that tension is even more pronounced. Students often see us as proof that the system works, a “success story.” That perception builds trust, but it also comes with responsibility.

We become advisors, advocates and sometimes simply listeners, absorbing the uncertainty students carry. This is rarely recognised as part of academic work, but it is becoming increasingly central to it.

A question of responsibility

The current narrative often places responsibility on students, suggesting misuse of the system or excessive burden but this overlooks a key point.

International students operate within a system designed and regulated by governments and institutions. If there are gaps, inconsistencies, or exploitation within that system, responsibility does not lie solely with those who entered it in good faith.

Holding institutions accountable for quality and oversight is necessary but broad restrictions that affect all students risk punishing those who have done nothing wrong.

What kind of system are we building?

The UK continues to position itself as a global destination for education. Universities actively recruit international students, highlighting opportunity, diversity and long term potential.

At the same time, immigration policies are becoming more restrictive, more conditional and more uncertain. This raises a fundamental question: can a system invite international students in while simultaneously limiting their ability to stay, contribute, and belong?

Conclusion

Policies aimed at restoring control may achieve certain political objectives. But they also reshape the experiences of those within the system, students and educators alike.

International students are not abstract figures in migration statistics. They are individuals who make significant investments, contribute meaningfully to academic communities and plan their futures based on the rules set before them. When those rules change, the consequences extend far beyond policy documents.

If the UK is to remain a genuinely global education hub, it must move beyond seeing international students as numbers to be reduced and recognise them as people to be supported. Because the question students are asking now, “Is it still worth it?”, is not just about their future.

It is about the kind of higher education system the UK wants to be.

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