Abstract
Gender related vulnerabilities and inequalities place female learners at high risk of school disengagement due to COVID-19 disruptions. Understanding the impacts of school closures and educational disruptions on female learners in South Africa is critical to inform appropriate, gender-sensitive policies, and programs, to mitigate further exacerbation of educational inequalities. We examined the effects that COVID-19 and lockdowns have had on the educational experiences of adolescent girls and young women (AGYW) aged 15–24, in six districts of South Africa characterized by high rates of HIV, teenage pregnancy and socio-economic hardship. Following a concurrent triangulation mixed-methods approach, we conducted a cross-sectional survey with 515 AGYW, and qualitative interviews with 50 AGYW. More than half of survey participants enrolled in education had been unable to continue with their studies. Factors associated with educational disruption included low socio-economic status, lack of cell phone access and household food insecurity. Qualitative narratives included challenges with online learning and studying at home in resource restricted settings, and insufficient support from schools and teachers. However, despite multiple barriers to continuing education, some AGYW demonstrated educational resilience, enabled by psychosocial and structural support, and resource access. Our findings lend support to an emerging evidence base showing that the closure of schools and tertiary institutions, combined with challenging home environments, and a lack of access to appropriate technology, has disproportionately impacted the most vulnerable AGYW, exacerbating pre-existing educational inequalities within the South African education system. Addressing structural barriers to educational equity, particularly in the pandemic context, including access of technology and the internet, is urgent.
Highlights
Adolescence is a challenging phase in life for many reasons, but the COVID-19 pandemic, related lockdowns and school closures, have exacerbated challenges and stress, related to educational attainment (Favara et al, 2021)
Prior to COVID-19 school closures, South Africa had achieved near universal school enrollment, and secondary school attendance was at 90%, with notable gender parity (StatsSA, 2019; Shepherd and Mohohlwane, 2021)
Our aim was to examine the impacts of COVID-19 related school closures and educational disruptions on AGYW in six districts of South Africa identified as high priority for health and educational interventions, with communities characterized by high HIV prevalence, high rates of teenage pregnancy, and disproportionately affected by socio-structural drivers of these
Summary
Adolescence is a challenging phase in life for many reasons, but the COVID-19 pandemic, related lockdowns and school closures, have exacerbated challenges and stress, related to educational attainment (Favara et al, 2021). Despite completion of grade nine being compulsory in South Africa, in 2018 only 70% of adolescents aged 16–17 years attained their grade nine certificate, and 90.2% of 19–21 year olds, meaning around 60% of young South Africans effectively drop out of school, with no school-leaving qualification; there is considerable variation across provinces, household income quantiles and population groups (Hartnack, 2017; Hall, 2018; StatsSA, 2019). Attending and completing school are strong predictors of health and higher socio-economic status later in life (Weybright et al, 2017; Wils et al, 2019). School dropout is correlated with being female, low family socio-economic status, population group/ethnicity, poor school facilities, and infrastructure, low quality schooling, household responsibilities, and household head’s level of education (Hall, 2018; StatsSA, 2019; Wils et al, 2019).
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