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.
Yacouba et al. (Wed,) studied this question.