In this article, we adopt an intersectional conceptual framework to explore the roles gender and other social inequalities have played in shaping adolescents’ access to education during the COVID-19 pandemic. We examine two refugee populations: the Rohingya, who have been excluded from formal education opportunities in Bangladesh, and Syrian refugees in Jordan, who have access to formal education in their host country. We provide novel empirical data, as well as insights into the adolescent refugee experience and the short-term consequences for education resulting from the pandemic.
In the article, we draw from quantitative survey data on 3,030 adolescents, and from in-depth qualitative interviews we conducted in the spring of 2020 with a subset of 91 adolescents who are part of an ongoing longitudinal study. We also conducted 40 key informant interviews with community leaders and service providers.
Our findings highlight the fact that, during the pandemic, refugee adolescents have faced heightened challenges in accessing distance education, and that gender and other social inequalities, including marital status, have compounded these disadvantages. We conclude by outlining implications for gender-responsive education in emergencies in low- and middle-income countries.
PODCAST | Behind the Pages Nicola Jones and Abdul Badi Sayibu discuss the multidimensional gendered experiences of learning during COVID-related school closures.
Suggested citation: Jones, N., Pincock, K., Guglielmi, S., Baird, S., Sánchez Tapia, I., Oakley, E. and Seager, J. (2022) ‘Barriers to refugee adolescents’ educational access during COVID-19: Exploring the roles of gender, displacement, and social inequalities.’ Journal on Education in Emergencies (https://doi.org/10.33682/7e0m-40rq)
