When fleeing violence kills educational Prospects: The experiences of Internally Displaced Girls in Dédougou, Burkina Faso

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Résumé

Context
The security crisis in the Boucle du Mouhoun region has led to the
closure of 217 schools, affecting 25,900 girls and 25,840 boys (ESU,
2023). This situation, compounded by the forced displacement of
populations, has exacerbated pre-existing gender disparities in access
to education. Against this backdrop, the present study seeks to
examine the adverse effects of the security crisis on the educational
conditions of internally displaced female students (IDFS).
Methods
A qualitative research approach was adopted, based on semi￾structured interviews conducted with IDFS, their parents, teachers,
and representatives from support organisations. A total of 159
interviews were carried out with various stakeholders. Informed
consent was obtained from all participants prior to the interviews, and
the anonymity of respondents was strictly maintained.
Findings
Regardless of their living arrangements, IDFS face numerous
educational challenges that make the continuity of their schooling highly uncertain. These girls are often required to assume multiple
roles: as students, caregivers within their households, and, in some
cases, contributors to household income. These demands are further compounded by sociocultural norms that regard the education of girls
as an unprofitable investment a perception deepened by the loss of
economic and subsistence resources experienced by displaced
families. Those who manage to remain in school continue to struggle
with issues related to food insecurity and inadequate housing. Despite
these constraints, IDFS have shown remarkable resilience, achieving
integration within their schools and maintaining positive relationships
with both peers and educational staff, who provide critical
psychosocial support.
Conclusions
The security crisis has severely undermined the educational
conditions of internally displaced girls, placing their academic
trajectories at considerable risk. While support from educational
communities has proven beneficial, these students remain confronted
with multifaceted challenges that call for comprehensive and
sustainable responses, encompassing psychosocial, economic, and
educational assistance.

Mots-clés

female students, security crisis, education, internally displaced persons, educational conditions