Peer-reviewed article
Examining the Consequences of School Bans on the Self-esteem of Afghan Adolescent Girls in Kabul, Afghanistan
Fahima Sediqi ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This qualitative study looks at how the ban on girls' schooling beyond sixth grade, imposed after the Taliban returned to power in August 2021, has affected the self-esteem and psychological well-being of adolescent girls in Kabul. The researchers interviewed 10 girls aged 13 to 18 online, about three years after the ban began, and analysed the interviews by theme. The girls described major changes to their daily routines, and the changes were especially marked among those from low-income backgrounds. Girls who were excluded suddenly reported lower well-being and more social isolation than those who had some prior awareness. The authors call for psychological support and educational opportunities.
Key points
- Girls were banned from formal education beyond sixth grade after August 2021.
- Participants reported significant shifts in daily routines and psychological well-being, particularly those from low socioeconomic backgrounds.
- Girls who experienced abrupt school exclusion reported lower well-being, including more social isolation, than those with prior awareness.
- Participants described a loss of agency.
- A small number of participants reported stress-related physical symptoms such as headaches.
Limitations
The sample is only 10 girls in Kabul, interviewed online, so the findings cannot be generalised to all Afghan girls, such as those in rural areas or without internet access. The abstract does not describe a comparison group or standardised measures of self-esteem, so it cannot show how much of the effect is caused by the ban.
Abstract
Abstract Following the Taliban’s return to power in August 2021, they systematically banned Afghan girls from formal education beyond the sixth grade across the country, forcibly depriving millions of girls of educational opportunities in Afghanistan. This qualitative study explores the consequences of school bans on the psychological well-being and self-esteem of Afghan adolescent girls by examining how prolonged adversity following abrupt school bans, conceptualised as a potentially traumatic life experience, has affected Afghan adolescent girls’ daily routines, educational goals, and aspirations. The study employs semi-structured interviews and thematic analysis. The participants comprise 10 Afghan girls aged between 13 and 18 residing in Kabul. Data collection was conducted online from 17 August to 4 September, approximately three years after the imposition of school bans. Most participants had been experiencing school exclusion for three years. The findings indicate significant shifts in participants’ daily routines and psychological well-being, particularly among those from low socioeconomic backgrounds. Participants who experienced abrupt school exclusion reported lower psychological well-being, including increased social isolation, compared to those with prior awareness. In addition to the loss of agency experienced by the participants, the data analysis reveals stress-related somatic symptoms, including headaches, among a small number of participants. These findings emphasise the pressing need for psychological support and educational opportunities to mitigate the effects of prolonged adversity.