Education Of Girls Research Articles

Peer Educating: Health Education for Adolescent Girls to Prevent Adolescent Sexual Risk Behaviors

Adolescent girls aged 15-24 are at risk of contracting sexually transmitted diseases such as HIV/AIDS. The existence of adolescent promiscuity, inadequate knowledge of adolescents about HIV/AIDS, and lack of communication with parents on adolescent reproductive health are some related factors to the increased number of adolescents infected with sexually transmitted diseases and HIV/AIDS. Based on these situations, providing health education to adolescents is an alternative solution. The activities were carried out by implementing health education for teenage girls, conducted in four sessions. All sessions were held online, with interactive discussion methods, role play and demonstrations. A total of 18 adolescent girls participated in this activity. The final results showed that there is an increasing mean score of post-test on HIV knowledge (0.5), adolescent reproductive health (0.44), and self-esteem (0.39). There are no significant different between pre and post-test for the level of knowledge on HIV, adolescent reproductive health, adolescent risk behavior and self-esteem. Only risky behavior does not demonstrate an increase in the mean score. Providing health education to teenage girls has improved their knowledge and understanding of HIV/AIDS and adolescent reproductive health and increased adolescent self-esteem. However, these activities did not affect the score of teens’ behavior change. It was due to the duration of health education was not sufficient to change their behavior.

As global poverty levels increase, let us not forget period poverty

In many low- and middle-income countries (LMICs), period poverty is ubiquitous. As global poverty levels rise, period poverty is bound to rise too. The education and empowerment of women and girls particularly in LMICs are at stake. The dignity needed for menstruating people to attend to their menstrual cycle is a need rather than a luxury. Dignity is all we are asking for. Ending period poverty is no rocket science. Scotland has just spearheaded the way, demonstrating to the world, how easily period poverty can be eradicated. We encourage other countries of the world, to follow suit, particularly, governments of low-and middle-income countries. Getting rid of period poverty means getting rid of one system component, holding women and girls back, from contributing and participating fully in the economic system. The world is indeed facing unprecedented challenges, let’s not forget a parallel and equally real challenge, period poverty.

Making Access to Primary Education Sincerely for All in Nigeria

Access oriented approach only favours parity in the education of boys and girls in Nigeria. It is a strategy that reflects social justice to ensure mass education of the citizenry. From the perspective of social inclusion, however, parity keeps the provisions of the education for all away from achieving an objective that sincerely includes all children in school. The social inclusion notion engenders a paradigm shift, expanding the frontiers of such a provision. Access in this sense is understood beyond the notion of mere pupil numbers to a strategy that provides opportunities for diverse children to enroll and attend school.

Gender discrimination and inequalities in education expenditure in India

PurposeThe purpose of this study is twofold. Firstly, the study has investigated the changing scenario of gender bias in households' education expenditure and the socioeconomic factors responsible for it. Secondly, the study has estimated the inequality in education expenditure for the male and female students and determined the significance of socioeconomic variables in gender discrimination.Design/methodology/approachTo address the above-mentioned issues, this paper has used the unit-level data of NSSO 52nd, 64th, 71st and 75th rounds from 1995–1996 to 2017–2018. The log linear regression model is applied to estimate factor impending average education expenditure dynamics. The Oaxaca–Blinder Decomposition method has been employed to measure gender discrimination, and the Lorenz curve and Gini coefficient are used to assess inequality among girls experiencing prejudice.FindingsThe study has discovered an gender bias in education expenditure against females during the study period in India. Further, it has been found that gender discrimination against girl students is decreasing. Moreover, the factors such as age, religion, castes, MPCE (income quantile), type of institution, present enrolment and type of education are responsible for this gender differences.Originality/valueThis paper uses 20 years of household-level data for study and suggests that discriminatory behaviour of households and credit constraints of the underdeveloped countries prevent investment in girl's education. Therefore, the state must pay for education of girls by offering scholarships and free or heavily subsidized education. In addition to this, awareness programs for gender equality should also be implemented by the government, especially in rural areas.Peer reviewThe peer-review history for this article is available at: https://publons.com/publon/10.1108/IJSE-08-2022-0537.

Attitude of Tribal Parents Towards the Higher Education of Girls in India

The paper focuses on the attitude of tribal parents regarding the education of girls. This review paper intends to understand the attitudes of tribal parents towards the education of girls in India and West Bengal, according to their gender, educational level, and socioeconomic position. We determined that tribal parents have a positive mindset for their daughters’ education. They realize the importance of education, however they cannot control certain situations, such as migration and the negligence of the girls towards their co￾education. The essential point in all these instances is that tribal parents in India desire to educate their daughters; the majority of them face severe challenges due to a lack of schools or lack of basic infrastructure within the area’s current schools.

The Prophet’s Approach in Bringing up Girls and its Impact on Establishing Human Values


 
 
 
 This study aims to: Explain the importance of following the Prophetic method in raising girls and its impact on building human values.
 The reason for choosing the research is that the issue of bringing up girls constitutes a great intellectual and social space, and the loss of their religious and social rights, in addition to the bad treatment of girls, and their lack of equality with males in education and appreciation.
 The problem of the research: This study came to clarify the problem of “women’s education” by answering the question: Is there a text from the Holy Qur’an or the Prophet’s Sunnah that prohibits girls’ education?
 The limits of the research: The Prophet, peace be upon him, paid great attention to the education of girls and boys, and he singled out girls by directing practical messages, and setting the right approach in building the personality of a righteous woman, and taking several methods in preparing her, in terms of her education, ideologically, morally, culturally and scientifically, and developing human values ​​in her; Because it is the nucleus of society
 Research plan: The research is divided into an introduction, a preface and four sections, then a conclusion that contains the most important results and then recommendations are presented.
 
 
 

Aqueous Rosa damascena extract: Antibacterial activity and its role of adhesion to human epithelial cells in vitro

The current study aimed to investigate the inhibitory activity of aqueous extracts of different plant parts of Rosa damascena, represented by the whole rose, petals, and calyces, against clinical isolates of Staphylococcus spp., Escherichia coli, and Klebsiella pneumoniae, and the inhibition of the bacterial cell.The isolates were obtained from the advanced microbiology laboratory for postgraduate studies in the Department of Biology, Faculty of Education for Girls. They were isolated from urinary tract infections, which were subsequently subjected to diagnosis by the Vitek-2 compact system to confirm the type of bacteria as well as their sensitivity to antibiotics. The results obtained included Staphylococcus aureus, Staphylococcus haemolyticus, Staphylococcus lentus, Staphylococcus saprophyticus, E. coli, and K. pneumoniae.A test was conducted to investigate the microbiological inhibitory activity of aqueous plant extracts of the whole rose, petals, and calyces using the well diffusion method and three concentrations of each aqueous extract (25, 50, and 100 mg/ml). The results showed the inhibitory ability of all concentrations of the different extracts towardStaphylococcus spp., and E. coli and K. pneumoniae bacteria were not affected by the different concentrations of the plant extract. The concentration of (100 mg/ml) for the aqueous extract was the most efficient in inhibiting growth compared to the other concentrations.The synergistic effect of three antibiotics was examined (Amoxicillin-clavulanate 10/20 μg, Piperacillin 100 μg, Trimethoprim-sulfamethoxazole 23.75/1.25 μg) and for all concentrations of the aqueous plant extract was investigated in both E. coli and K. pneumoniae, as it found a synergistic action between some of the antibiotics and extracts towards inhibiting the growth of the two bacterial isolates Resistance to the plant extract alone.Bacterial isolates showed a significant decrease in the rate of adhesion to epithelial cells isolated from urine samples of healthy women in the presence of the aqueous extract of whole rose, petals, and calyces at their three concentrations compared with the control treatment.

Reframing African Girlhood

This Special Issue on African Girlhoods is long overdue for many reasons, not least of which is its recognition, as guest editors Marla L. Jaksch, Catherine Cymone Fourshey, and Relebohile Moletsane point out, of the somewhat vexed history of the discourse of the African girl-child that dates back to the global development literature of the early 1990s attached to the Fourth World Conference on Women: Action for Equality, Development and Peace, held in Beijing in September, 1995—typically referred to just as Beijing. This, and the many country and regional conferences leading up it were (and still are) game-changers in so many ways when it comes to the lives of girls and women. It would be remiss of me not to acknowledge that I participated readily in the early days of defining the girl-child when I was working as a short-term UNICEF consultant in Zambia to develop an agenda for the Ministry of Education and other policy actors for research about education for girls in Zambia. One of the events in which I participated in Lusaka in October 1994 as part of my fact-finding and local consulting was a meeting of 80 or more local NGO members and other Zambian women who were planning their submissions to the November 1994 African Platform for Action: Fifth African Regional Conference (Dakar) on Women preparatory to Beijing. As an observer at this meeting, I heard a presenter talk about the fact that she was one of the first women (if not the first) in Zambia to graduate from university. This was in 1994 and at the time I could see that giving any recognition and support to ordinary girls and their education was full of possibilities, if very complicated. But I regard all this as just as much a part of the development of Girlhood Studies as was the work in North America on girls and science in the late 1980s. As I note elsewhere on charting girlhood studies (Mitchell 2016) we now know that just getting more girls into science was equally complicated.

Investing in the Educational Success of Black Women and Girls ed. by Lori D. Patton, Venus E. Evans-Winters, and Charlotte E. Jacobs

Reviewed by: Investing in the Educational Success of Black Women and Girls ed. by Lori D. Patton, Venus E. Evans-Winters, and Charlotte E. Jacobs Emerald Templeton Investing in the Educational Success of Black Women and Girls Lori D. Patton, Venus E. Evans-Winters, and Charlotte E. Jacobs (Editors) Sterling, VA: Stylus, 2022, 312 pages, $37.50 (softcover) In her seminal work, Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment, Hill Collins (2000) described the "hidden space of Black women's consciousness" (p. 98) that includes self-definition; self-determination; and resistance to racism, sexism, classism, and white supremacy. Lori D. Patton, Venus E. Evans-Winters, and Charlotte E. Jacobs's work is an embodiment of this consciousness. Much like how Hill Collins designed Black Feminist Thought, the editors of this volume created an accessible text grounded in Black women and girls' experiences, knowledges, and existence. As a Black woman scholar whose research underscores the experiences of Black women in higher education while uncovering the logics of valuing diversity, I recognize the authority of this work and find that it aligns with and informs my scholarly interests. As a former Black girl who has trudged through misogynoir throughout my educational experiences, I feel incredibly affirmed, seen, and celebrated through this work. Written from the vantage point of women and girls across the spectrum of Black womanhood and girlhood, the authors of this edited volume artfully describe how we navigate the American system of education while maintaining our meanings and intonating our expressions (Hill Collins, 2000). This text is organized into four sections: (a) Mattering for Black Women and Girls in Schooling Contexts, (b) Naming and Challenging the Violence and Criminalization of Black Women and Girls, (c) Navigating Politics and the Politicization of Black Women and Girls in Higher Education, and (d) Still We Rise: Black Women and Girls Lifting and Loving Black Women and Girls. The chapters in these sections provide the reader with context, discussion questions, further reading, and additional resources. These sections weave together narratives that illustrate the depth, breadth, and rigor of scholarship about Black women and girls. Each section sheds light on multiple experiences and voices, which I will describe below. In the first section, Mattering for Black Women and Girls in Schooling Contexts, Patton et al. set the tone for this volume and lay a foundation for understanding the ways of knowing (epistemologies), being (ontologies), and thinking (ideologies) that influence Black women and girls' efficacy in school. Chapter 1, "Mid-Twerk and Mid-Laugh," uncovers how Black girls' ability to express themselves through laughter and dancing in culturally situated ways is stifled and criminalized. Further, the author posits that this level of expressiveness provides an opportunity for learning that schools can engage for transformation. In Chapter 2, readers are presented with ways to enact the Black girls' literacy framework, which allows schools to expand learning and literacy beyond simply reading and writing to a nuanced practice that situates learning in sociopolitical, historical, and cultural contexts. Similarly, Chapters 3 and 4 discuss the ways myths and stereotypes depict Black girls as older than they are, disrespectful, and underachieving. Such myths must be dispelled so that Black girls can find belonging and safety in spaces that were not intended for them. Together, these chapters encompass why [End Page 250] Black girls matter and how schools can begin to embrace that fact. The second section, Naming and Challenging the Violence and Criminalization of Black Women and Girls, begins by situating the education of Black women and girls within a political context that surveils, polices, and arrests them. Chapters 5 and 6 detail the ways in which schools are failing Black girls—pushing them out and deeming them "nobodies"—by highlighting compelling cases and data related to their involvement with school discipline and the legal system. Further, the ways in which a lack of care and value for Black women and girls persist through higher education are explicated in Chapters 7 and 8. The authors herein urge educators and administrators to challenge their biases about gender and race and interrogate how the intersection of those identities reveals the ways they characterize and value Black women and girls...

Differential impact of maternal education on under-five mortality in rural and urban India.

Under-five mortality rate (U5MR) differs by rural-urban place of residence and mother's education; however, the rural-urban gap in U5MR by mother's educational attainment is unclear in the existing literature. Using five rounds of the national family health surveys (NFHS I-V) conducted between 1992-93 and 2019-21 in India, this study estimated the main and interaction effects of rural-urban and maternal education on U5MR. The mixed effect Cox proportional hazard (MECPH) model was used to predict the risk of under-five mortality (U5M). The finding shows that unadjusted U5MR remained 50 per cent higher in rural areas than in urban areas across the surveys. Whereas, after controlling for demographic, socioeconomic, and maternal health care predictors of U5M, the MECPH regression results indicated that urban children had a higher risk of death than their rural counterparts in NFHS I-III. However, there are no significant rural-urban differences in the last two surveys (NFHS IV -V). In addition, increasing maternal education levels were associated with lower U5M in all surveys. Though, in recent years, primary education has had no significant effect. The U5M risk was additionally lower for urban children than rural children whose mothers had secondary and higher education by NFHS-III; however, this additional urban advantage was no longer significant in recent surveys. The higher impact of secondary education on U5MR in urban areas in the past may be attributed to poor socio-economic, healthcare conditions in rural areas. Overall, maternal education, particularly secondary education, remained a protective factor for U5M in both rural and urban areas, even after controlling for predictors. Therefore, there is a need to increase the focus on secondary education for girls for a further decline in U5M.

Exploring Problems Faced by Female Students in a Weekly Boarding Day Secondary School in Chadiza, Zambia

This article highlights the findings of a study that explored girls’ issues in weekly boarding. The objectives of this research were twofold: (1) explore the problems that exist among the girls in weekly boarding at Chadiza Day Secondary School; (2) determine how problems among the girls in weekly boarding day secondary schools impede their education. This study used a mixed method research employing a case study. The study sample consisted of 38 participants: 12 girls, 10 boys, 10 teachers (5 female teachers and 5 male teachers), 2 guidance teachers, 2 administrators and 2 parents. Participants were sampled using snowball, purposive and convenience sampling methods. Data were collected through questionnaires, interview guide, observation guide and Focus Group Discussions (FGDs) and were analysed qualitatively using thematic data analysis technique and quantitatively employing descriptive data analysis method. As such, this study established issues that girls, who do weekly boarding at Chadiza Day Secondary Schools, were involved in; and how these issues impeded their education. The findings served as an eye-opener for the School administration, teachers and parents to provide services that would help to provide quality education and reduce existing issues that impede the education of girls. The results of the study were discussed in reference to thematic areas of the findings; related literature on girls’ issues in weekly boarding and the authors drew attention to how these issues impeded their education. The study concludes that weekly boarding in day secondary schools is a good initiative but should be provided under what may be called ‘supervised weekly boarding’ in order to avoid girls’ issues that may affect their education and life at large.

“No Fiancé, No Baptism”: Historicizing the Education of Girls through a 1953 Episode in the RCM Convent Girls School, Benin City, Nigeria

In 1953, officials of the Roman Catholic Mission (RCM) Church in Benin City, Nigeria, requested schoolgirls of Benin–Edo ethnic origin at the local Convent Primary School preparing for baptism to bring their fiancés to school as a condition for baptism. The demand for the presentation of their fiancé was the first time such a condition for baptism was given to young teenage girls since the establishment of the RCM in Benin City in 1923. The condition and demand affected the girls’ relationship with the RCM denomination. In examining and historicizing this episode, this paper asks and answers the following questions: Why did the local RCM officials change their policy to demand fiancés as a condition for the baptism of schoolgirls of Benin–Edo origin? How did the policy affect schoolgirls, particularly their relations with the Catholic faith, and their response? This paper uses archival documents, personal interviews with some former Convent school girls and Catholic church members, and written sources to find answers to these questions and reconstruct the history of women’s education under the RCM in Benin City Parish under colonial rule.

An early voice of girl's education and rationality. MARY WOLLSTONECRAFT

An early voice of girl's education and rationality. MARY WOLLSTONECRAFT

PENGARUH PENYULUHAN TERHADAP PENGETAHUAN DAN SIKAP MENGONSUMSI TABLET TAMBAH DARAH

Iron supplementation tablets (TTD) are dietary supplements containing iron that can be given to adolescent girls to prevent iron deficiency anemia (ADB). Although the administration of TTD in adolescent girls has been implemented, the lack of knowledge and unsupportive attitude toward consuming TTD in adolescent girls can reduce the effectiveness on preventing ADB. This study aims to determine the effect of health education on knowledge and attitude of consuming TTD, a review of adolescent girls at SMP Negeri 25 Banjarmasin. Quasi-experimental research method with one-group pretest-posttest design. The research subjects were 30 people with random sampling technique. Data collection techniques using knowledge and attitude questionnaires. The analysis using the Wilcoxon Signed Ranks test showed that there was a significant difference between knowledge (p=0.00) and attitude (p=0.019) before and after health education for adolescent girls. In conclusion, health education can increase the knowledge and attitude of consuming TTD in adolescent girls

Education as a protective factor for mental health risks among youth living in highly dangerous regions in Afghanistan

BackgroundChildren in Afghanistan live in dangerous areas, and have been exposed to traumatic events and chaotic education. Progress has been made on access to education for girls who were the most affected by traditional attitudes against engagement in education.ObjectivesThe objectives were to evaluate the mental health of Afghan children living in regions of conflict and the association of mental health with school attendance for girls and boys.MethodThe study included 2707 school aged children in eight regions of Afghanistan (16 provinces) residing in households recruited through a multi-stage stratified cluster sampling strategy in 2017. The level of terrorist threat was evaluated by the intensity of terrorist attacks recorded that year in each province. Child mental health was assessed with the parental report Strengths and Difficulties Questionnaire (SDQ) along with information on school attendance, sociodemographic characteristics and geographic location.ResultsA total of 52.75% of children had scores above threshold for the SDQ total difficulties score, 39.19% for emotional difficulties, 51.98% for conduct challenges, and 15.37% for hyperactivity/inattention. Peer relationship problems were high (82.86%) and 12.38% reported that these problems impacted daily life. The level of terrorist threat was associated with SDQ total difficulties (Adjusted Odds Ratio [AOR] = 4.08, P < 0.0001), with youth in regions with high levels of terrorist threat more likely to have problems than youth in regions with low or medium levels of danger, independent of region and ethnicity. School attendance was negatively associated with emotional symptoms (AOR = 0.65, P < 0.0001) and mental health difficulties with impairment (AOR = 0.67, P = 0.007), but positively associated with peer relationships difficulties (AOR = 1.96, P > 0.0001). Conduct (AOR = 1.66, P < .0001) and SDQ total difficulties (AOR = 1.22, P = 0.019) were higher among boys. Overall, gender did not modify the relationship between school attendance and child mental health.ConclusionAttending school is essential for children’s mental health, across gender, and should be supported as a priority in Afghanistan despite the return of the Taliban.

The Role Of Kasturba Gandhi Balika Vidyalaya In Girls Education: A Study Of Haryana State

The Role Of Kasturba Gandhi Balika Vidyalaya In Girls Education: A Study Of Haryana State

Integrating Menstrual Health

Menstruation is an herbal and quintessential vicinity of the reproductive cycle; 1/2 of the human populace has or will trip it. Menstrual Health (MH) is a quintessential phase of sexual fitness and rights. Access to Menstrual Health is, In addition, a human appropriate and necessary to public health. MH is fundamental for the fitness well-being mobility, education, monetary empowerment, and dignity of women, girls, and human beings who menstruate. Yet shame, stigma, and misinformation surrounding the menstrual existence cycle undermine the well-being of women, girls, and those who menstruate, making them inclined to gender discrimination, infant marriage, exclusion, violence, poverty, and untreated fitness problems. Enabling women, girls, and those who menstruate to manipulate their menstruation, and, barring shame, let them issue out their dignity, agency, and autonomy and revel in wonderful human rights. It affords them with wishes and manipulation of their bodies and lives 2020 used to be 12 months of pain, pause, and adaptation for billions of human beings spherical in the world. The COVID-19 Pandemic disrupted the fitness shipping machine at a magnitude that ushered in a new world. It, in addition, affected girls’ and women’s administration to manipulate their menstruation and their health. Integrating menstrual health into healthcare systems is crucial, especially during the COVID-19 pandemic. The pandemic has disrupted healthcare services, including access to menstrual health products and services, which has disproportionately affected women, girls, and those who menstruate. As a result, there is a need to prioritize and integrate menstrual health into the broader healthcare system to ensure that everyone has access to menstrual health products, information, and services. This integration will help to reduce the stigma surrounding menstruation, improve education on menstrual health, and empower women, girls, and those who menstruate to take control of their menstrual health. It will also help to ensure that menstrual health is recognized as a human right and is incorporated into public health policies and programs.

Integrating menstrual health

Menstruation is a natural and important part of the reproductive cycle, approximately half of the human population has or will experience it. Menstrual Health (MH) is an integral part of sexual and reproductive health. MH is essential for the health, mobility, education, economic empowerment, and dignity of girls, women, and people who menstruate. The COVID-19 pandemic has disrupted health delivery systems on a scale that has ushered in a new world. The year 2020 brought unprecedented disruption and change due to the COVID-19 pandemic, impacting various aspects of people's lives worldwide, including MH management. Lockdown, restrictions, and disruptions in health delivery systems have posed challenges for women, girls, and gender non-binary individuals. This lack of access has particularly affected girls' education and perpetuated chronic poverty. To create a dignified, empowering, safe, and healthy menstrual experience, it is crucial to address the gaps in information, resources, services, and products. This is especially important for individuals facing intersecting layers of discrimination and those living in humanitarian settings, informal settlements, or those on the move. By understanding and addressing the structure of menstrual health challenges, comprehensive and effective solutions are developed that promote menstrual health, gender equality, and overall well-being.

Pазвитие женского духовного образования в России во второй половине XIX – начале XX вв. (на примере Кавказской (Ставропольской) епархии)

In the modern world, women’s (gender) history is of increasing interest, which makes it possible to compare social, cultural and psychological features in the ratio of “male” and “female” in history. At present, the life of women of the clergy, including the peculiarities of their education, remains poorly studied. It is worth noting that the education of women of the clergy was closely interrelated with the activities of the Russian Orthodox Church, which has a significant impact on the political and social life of society. The reforms of the second half of the XIX century opened the way for women of all classes to education and social activities and led to changes in public perceptions of the role and place of women in society. While secular educational institutions began to teach women new professions, religious educational institutions were focused exclusively on pedagogical activities. Special diocesan women’s schools were created in dioceses for the education and upbringing of girls of the clergy. There were only three diocesan women’s schools in the North Caucasus, and the very first, and for a long time remained the only one, was the Caucasian (Stavropol) diocesan Women’s School. In this regard, considerable attention is paid in the article to the role and history of this particular school, which made a significant contribution to the development of women’s spiritual education in the Caucasian (Stavropol) diocese. The author substantiates the conclusion that despite the trends and demands of society in the second half of the XIX century, the female education of the clergy remained conservative, which is associated with the role played by the girl of the clergy, and the duties of the future wife of a clergyman.

Contextualizing High Teenage Pregnancies and Its Effects on Education in Mt. Elgon Area, Kenya

The obstacles to the developmental milestones of young girls in Mount Elgon Sub-County can be seen from the rate at which the girls are dropping out of school due to early pregnancies, early marriages, sexually transmitted diseases, and the stigma associated with them. This study sought to understand the status of, causes, and effects of teenage pregnancy on education in the Mt. Elgon area, Kenya. This was an exploratory qualitative study based on snow bawling and a sample saturation approach. It involved in-depth interviews among twelve (12) affected households including interviews with eight (8) teenage mothers, three (3) teachers, two (2) school principals, and nine (9) local community gatekeepers/leaders. Findings indicate that teenage pregnancy is a rampant and common problem in Mt. Elgon. However, it is more acute in areas that bore the brunt of ethnic conflicts in the region. Teenage pregnancy and early marriages are partly responsible for the low enrolment of girls in schools across Mt. Elgon. According to the respondents, it all started in 1992 with the tribal clashes and subsequent cyclic conflicts with the most notable being the 2006/8 conflict in Mt. Elgon. The conflicts disintegrated and dislocated many families, a factor that compromised the ability of many households to get means of subsistence. After the conflict, the Government responded by constructing settlements for the returnees whose sizes turned out to be very small and non-conducive dwelling units for parents and their adolescent children. Several parents are forced to send their adolescent children to spend the night at neighbours, a factor that exposes such young girls to sexual abuse and early pregnancies. Teenage pregnancy has greatly affected girl child education as those pregnant are often married off early by their parents. The study recommends that efforts be made to address the impacts of the conflicts in Mt. Elgon. Poor parents should be supported by the government to build simple but spacious houses to provide ample sleeping space for their children. Advocacy campaigns promoting the education of girls should be launched. Rescue centres should be established to support teenage mothers in with technical skills and those willing to continue with their formal education are supported to do so.