Recent research suggests that school-related gender-based violence (SRGBV) affects absenteeism, retention, and achievement (Abramovay and Rua, 2005; Dunne et al., 2013; Kosciw et al., 2013; Perezneito et al., 2010). Yet, the evidence base remains fragmented and insufficient to demonstrate a solid linkage between the various acts of SRGBV and the effects on academic achievement and retention. A lack of agreed upon definitions of SRGBV behaviors and effective methods and indicators for studying SRGBV contribute to the fragmentation of the evidence. Studies often conceptualize SRGBV differently, focus only on one or two types of SRGBV, and use very different research methodologies and indicators to examine the efficacy of interventions or track incidents of SRGBV. Consequently, it is difficult for researchers and for the international development community to develop a comprehensive understanding of the phenomenon of SRGBV.