School’s out for girls – the long-term impacts of school shutdowns on the most marginalised

This year school was out not just for summer, but for the entire year. A recent UN report states that the coronavirus pandemic has created “the largest disruption of education systems in history”, impacting nearly 1.6 billion learners worldwide. While disruptions in the school system has generated far-reaching and devastating effects for everyone, girls, especially those most marginalised, are particularly affected.

The COVID-19 pandemic forced schools worldwide to shut their doors early in the year for an indeterminate period of time – although undoubtedly no one could have predicted that six months later, there would still be over 50 countries dealing with school closures.

Child marriages and other harmful practices on the rise

The harmful impacts which school closures have on children extend beyond learning and development, with children in some of the world’s poorest countries being hit particularly hard as the effects of the pandemic deepens pre-existing economic disparities between countries.

There has been an increase in child labour and trafficking, and the threat of severe food insecurity is looming.  The pandemic has gravely increased the risk of violence against women and girls, including a worrying increase in forced marriages across Asia and Africa with young girls being married off to ease the economic burdens families are facing. 

In parts of Asia , the improvements made in the past decade to tackle child marriages have been eroded, rolling back girls’ rights to a devastating effect.  For poor families, having their daughters married off relieves their economic burden – during crises like the current pandemic, marrying girls early simply reduces the number of people to feed in the household.

For an estimated 10 million school-aged girls, going back into the classroom following the pandemic will not be an option anymore.  After the Ebola crisis, it was reported that girls’ enrolment never returned to pre-crisis levels.  Living in lockdown and out of school, girls are much more at risk to be forced into early marriage.  The factors driving child marriage are various, and though it is rooted in society’s patriarchal structures and deep gender inequality, some of the challenges include financial difficulties in the family and lack of access to schooling. 

In addition to child marriages, other forms of sexual and gender-based violence against girls, along with early pregnancies and unsafe abortions, are also on the rise. This comes just as support services – including sexual and reproductive health and child protection programmes – are reduced or under strain, limiting girls’ ability to report what is happening to them. Girls facing these experiences are less likely to return to schools once they reopen.

School closures break the safety net for many girls

In India, schools have been pivotal in tackling child marriage.  With schools closed, that safety net is gone;

“In extremely poor communities, girls are already not encouraged to study.  Once they leave school it's hard to convince families to get them back in,” a staff member from a local non-governmental organisation reported.

Many organisations and community networks use local schools to host specific safe spaces for girls, such as girls’ clubs and other learning settings where girls can come together with their peers and mentors to talk about issues affecting them and learning about their rights.  These social solidarity networks are a very powerful and protective force for girls.

“Schools typically provide safe spaces for girls. When they are in school, they are less likely to be forced into marriage and be abused sexually. During this pandemic, however, schools are not there to protect girls.”

Dr Mahama Ouedraogo, Director, Human Resources, Science & Technology Department, African Union Commission

Digital gender gap amplifies inequalities

The digital gender gap influences girls’ access to online and distance learning opportunities. Only 12% of households in the poorest countries have internet access at home, and access to mobile internet is 26% lower for women and girls than for their male peers.

A UNICEF-supported study showed that girls face disadvantages in acquiring ICT skills, whether in school or at home. For example, in Ghana, 16% of adolescent boys possess ICT skills compared to only 7% of adolescent girls. In the Democratic Republic of the Congo, 46% of adolescent boys with computers at home use computers at least once a week compared to just 24% of girls. Gender norms that limit girls’ use of digital technologies contribute to this gap.

Girls are often also the first to be taken out of school, having to take on household and care responsibilities, for example caring for younger siblings when families face economic hardship. 

Applying a gender lens to solutions is critical

In a recent policy brief on education during COVID-19, the UN sets out recommendations for governments on how to mitigate the education crisis.  These include protecting education financing, planning for inclusive school re-openings, and focusing on addressing learning losses and drop-outs specifically in marginalised groups.  The latter is crucial particularly in protecting the rights of girls and preventing violence against girls such as child marriage and sexual abuse. 

Any plans which countries make for distance learning and school re-openings must be made through a gendered lens, acknowledging the ways in which harmful practices rooted in gender inequality and patriarchal systems impact girls disproportionately. 

Some specific recommendations from the organisation Girls Not Brides include investing in more gender-responsive distance teaching methods, having safeguarding measures to address online harassment, continuing awareness-raising on the importance of girls’ education, and ensuring that education workers have the knowledge and tools to spot and prevent violence against girls as well as girls who are at risk.

Finally, and perhaps most crucially, young women and girls should be made part of the response process and consulted throughout, giving them the opportunity to shape the decisions that impact their own education and future. 

Supporting and listening to girls’ own voices is paramount.  Youth-led initiatives and spaces dedicated for girls to talk about issues that affect them and learn and advocate for their rights are crucial in empowering young women and girls, and allowing them to be part of the solution.