Many refugee children face challenges accessing education, but refugee children with disabilities are especially vulnerable to exclusion from school environments as well as social settings. Mainstreaming is considered a best practice but may not always be feasible given the limited resources available in refugee camps. The purpose of this study is to examine the extent to which school setting (i.e., special needs vs. mainstream classrooms) is associated with changes in children’s prosocial behaviors (i.e., social skills and ability to get along well with peers) and behavioral difficulties, accounting for disability status. In Kakuma Refugee Camp in Kenya, researchers collected two waves of data (approximately 2.5 years apart) for students enrolled in special needs schools (n = 78) and students who had transitioned from special needs schools into mainstream classrooms (n = 51). Children’s average prosocial scores decreased between wave 1 and wave 2, but scores from children in special needs schools decreased at a lower rate indicating potential protective factors in these settings. While children’s average total difficulties decreased over time, children’s difficulties in special needs schools decreased at a faster rate, also indicating potential protective factors. Neither severity of disability nor gender significantly predicted change in prosocial or difficulties scores. In the context of a refugee camp, mainstreaming alone may not fully address the needs of children with disabilities. Specific factors seen in special education settings, such as individualized services, accessible accommodations, and infrastructure supports, must be considered as a means of creating inclusive educational environments.

Background The 2013–2016 Ebola virus disease (EVD) epidemic resulted in more infections and deaths than all prior outbreaks in the 40-year history of this virus combined. This study examines how experiences of EVD infection, and preventive measures such as social distancing, were linked to experiences of stigma and social exclusion among those reintegrating into their communities. Methods Key informant interviews (n = 42) and focus group discussions (n = 27) were conducted in districts with a high prevalence of EVD and representing geographical and ethnic diversity (n = 228 participants). The final sample was composed of adults (52%) and children (48%) who were EVD-infected (46%) and -affected (42%) individuals, and community leaders (12%). Data were coded using a Grounded Theory approach informed by Thematic Content Analysis, and analyzed using NVivo. Interrater reliability was high, with Cohen’s κ = 0.80 or higher. Findings Participants described two main sources of EVD-related stress: isolation from the community because of social distancing and other prevention measures such as quarantine, and stigma related to infected or affected status. Participants linked experiences of social isolation and stigma to significant distress and feelings of ostracization. These experiences were particularly pronounced among children. Sources of support included community reintegration over time, and formal community efforts to provide education and establish protection bylaws. Interpretation This study found that social distancing and EVD-related stigma were each prominent sources of distress among participants. These results suggest that isolation because of infection, and the enduring stigmatization of infected individuals and their families, demand coordinated responses to prevent and mitigate additional psychosocial harm. Such responses should include close engagement with community leaders to combat misinformation and promote community reintegration.

Background: Women in Afghanistan have been historically disadvantaged in regards to accessing education. Although significant amounts of funding and political will have focused on women’s education over the past two decades, many barriers for achieving literacy remain. An examination of the relevant protective and risk factors can provide guidance to humanitarian agencies offering community-based education or other education programming to young women in Afghanistan.Methods: We used (weighted and unweighted) data from Afghanistan’s 2015 Demographic and Health Survey (DHS) to examine protective factors against illiteracy. We hypothesized that women’s empowerment, as measured by their autonomy in making household decisions across various domains, would be associated with greater odds of being literate, after controlling for salient demographic characteristics along with provincial levels of conflict. We also used predicted probabilities and marginal effects to examine how age married moderates the impact of empowered decision-making on literacy. Results: In model 1, women who were empowered had 46% higher odds of being literate (95% C.I. 27% to 68%). An interaction term between age married and empowered household-decision making was added in model 2. In model 2, the odds of being literate increased to 234% (95% C.I. 51% to 639%). Results from multiple linear combinations indicate that age married moderates the impact of empowered decision-making on the odds of literacy for women who have median to higher levels of empowered decision-making. Conclusions: Young women who reported greater empowered household-decision making are more likely to be literate in Afghanistan. When women who are less empowered in their households marry at older ages, their odds of becoming literate are much higher. As women’s education remains threatened in Afghanistan, community-based programs may provide supportive services for women throughout the country. Educational initiatives in the country must not only prioritize literacy, but also work through community-based methods to support empowerment and work towards eliminating child marriage in order to support their literacy goals.

No abstract

Background: Women in Afghanistan have been historically disadvantaged in regards to accessing education. Although significant amounts of funding and political will have focused on women’s education over the past two decades, many barriers for achieving literacy remain. An examination of the relevant protective and risk factors can provide guidance to humanitarian agencies offering community-based education or other education programming to young women in Afghanistan.Methods: We used (weighted and unweighted) data from Afghanistan’s 2015 Demographic and Health Survey (DHS) to examine protective factors against illiteracy. We hypothesized that women’s empowerment, as measured by their autonomy in making household decisions across various domains, would be associated with greater odds of being literate, after controlling for salient demographic characteristics along with provincial levels of conflict. We also used predicted probabilities and marginal effects to examine how age married moderates the impact of empowered decision-making on literacy. Results: In model 1, women who were empowered had 46% higher odds of being literate (95% C.I. 27% to 68%). An interaction term between age married and empowered household-decision making was added in model 2. In model 2, the odds of being literate increased to 234% (95% C.I. 51% to 639%). Results from multiple linear combinations indicate that age married moderates the impact of empowered decision-making on the odds of literacy for women who have median to higher levels of empowered decision-making. Conclusions: Young women who reported greater empowered household-decision making are more likely to be literate in Afghanistan. When women who are less empowered in their households marry at older ages, their odds of becoming literate are much higher. As women’s education remains threatened in Afghanistan, community-based programs may provide supportive services for women throughout the country. Educational initiatives in the country must not only prioritize literacy, but also work through community-based methods to support empowerment and work towards eliminating child marriage in order to support their literacy goals.