Early marriage continues to pose significant challenges to girls' educational attainment in rural Zambia, particularly in Nyimba District, where cultural traditions and economic hardships often encourage marriage at a young age. This study examines the impact of early marriage on the schooling experiences of girls in four rural schools — Nyalugwe, Mvuwa, Kasansamula, and Unyanya — focusing on school attendance, academic performance, dropout rates, and long-term educational aspirations. Using a mixed-methods approach, the research draws on structured questionnaires, semi-structured interviews, focus group discussions, and school records collected from a sample of 200 participants comprising 100 girls aged 15–19 years (50 currently enrolled and 50 who had dropped out due to early marriage), 28 teachers, and 50 parents or guardians. Findings reveal that early marriage frequently leads to school dropout, diminished academic achievement, and restricted opportunities for progression to higher education. Approximately 82% of married girls reported poor academic performance compared to only 22% of their unmarried counterparts, and 64% had dropped out before completing Grade 7. Poverty emerged as the predominant driver of early marriage, cited by 72% of girls and 78% of parents, followed by cultural norms (61%), limited access to education (55%), and gender inequality (48%). Married girls consistently reported burdensome domestic responsibilities (88%), childcare duties (76%), and lack of spousal support (70%) as principal barriers to continuing their education. The study further highlights how early marriage perpetuates cycles of poverty and gender inequality, weakening national efforts to achieve universal education and gender equity. Recommendations emphasise the need for community sensitisation, stronger enforcement of child protection policies, and targeted interventions such as scholarships, mentorship programs, re-entry policies, and reproductive health education. By addressing the root causes of early marriage and supporting girls' continued schooling, stakeholders can promote empowerment, reduce inequality, and enhance the long-term prospects of rural communities in Zambia.
John et al. (Sat,) studied this question.