Summary Motivation The Covid‐19 pandemic delivered an unprecedented shock to education systems globally, with school closures affecting 1.6 billion children. Education systems in LMICs are facing significant budget cuts further constraining capacities to adapt to Covid‐19 impacts. The need for evidence to inform policy dialogues about how best to mitigate impacts and support education systems to “build back better” is pressing. Purpose In Ethiopia, schools reopened in October 2020 after a 7‐month pandemic‐related closure. Employing an adapted resilience systems analysis framework, this article focuses on the extent to which Ethiopia’s education system—which has in recent decades seen rapid progress in enrolment rates—has adapted to the impacts of the pandemic on adolescents’ education and learning, and has achieved this equitably. Methods and approach The article draws on mixed‐methods data from Ethiopia collected virtually with a pre‐existing cohort of 3,066 adolescents (1,683 girls & 1,383 boys) during the immediate onset of the pandemic (April–June 2020) and following the reopening of schools (November 2020–February 2021). Adolescent perspectives are complemented by 27 key informant interviews at community and district levels. Findings Findings highlight that rural adolescents, girls and adolescents with disabilities were less likely to access distance education during school closures due to connectivity challenges and discriminatory norms, and to subsequently re‐enrol. Implementation of adaptive measures, including hygiene guidance, smaller class sizes and catch‐up classes, has been highly uneven, and outreach to support re‐enrolment of socially marginalized adolescents very limited. Policy implications For LMICs like Ethiopia to build back better post‐pandemic and stay on track to achieve Sustainable Development Goal 4’s commitment to inclusive and equitable quality education for all, scaled‐up investments in blended learning approaches, addressing the digital divide, and ensuring targeted outreach and social protection to support re‐enrolment of socially marginalized adolescents is critical.

Motivation Although many countries have made progress towards achieving Sustainable Development Goal 4 (SDG 4) on inclusive and equitable education for all, vulnerable children and adolescents in low‐income countries often face significant barriers to realizing educational opportunities, especially at secondary and post‐secondary or tertiary levels. Purpose In line with the aim of the 2030 Agenda for Sustainable Development to “leave no one behind”, the article explores the factors that shape the educational trajectories of vulnerable population groups and contributes to evidence‐informed policy and programming to tackle school dropout in rural Ethiopia. Approach and Methods The article draws on qualitative research on 150 girls and boys aged 10–19 years, along with their caregivers and key informants, in communities from three diverse regions in Ethiopia: pastoralist Afar, highland Amhara, and lowland Oromia. Findings Although Ethiopia has made remarkable progress in increasing secondary enrolment since 2000, intersecting barriers put vulnerable adolescents’ educational opportunities at risk. Children and adolescents from poor households, those with disabilities, and who are internally displaced, out‐of‐school or working face a range of challenges at the household, community and system levels. These barriers are also shaped by gender norms that restrict adolescent girls’ and boys’ education, often in contrasting ways. Policy Implications A multi‐pronged approach is critical to promoting educational opportunities that leave no adolescent behind, including investments in school quality, positive disciplinary approaches, competency‐based grade progression, water, sanitation and hygiene (WASH) facilities and school‐feeding programmes; the wider enabling environment, including social protection and safe, subsidized transport; initiatives to tackle age‐ and gender‐based violence that discourages school attendance; and tailored strategies to support the most vulnerable young people.

Integration of environmental, economic, and social approaches to development is crucial to achieve the United Nations Sustainable Development Goals. Global evidence reflects that this integration is often imbalanced, with development policies and programs in many low- and middle-income countries placing greater emphasis on economic needs than environmental vulnerabilities. Drawing on qualitative research undertaken in mid-2021, this article explores how limited integration of environmental, economic, and social aspects has affected the development of Rohingya refugee adolescents who were forcibly displaced from Myanmar to the Cox’s Bazar district of Bangladesh. Cox’s Bazar is one of the most climate-vulnerable areas in Bangladesh and is subject to extreme rainfall, landslides, and flash floods. The article highlights the ways in which Rohingya adolescents are highly vulnerable to both the direct and indirect consequences of these environmental conditions due to poverty, and inadequate housing infrastructure and water, sanitation, and hygiene facilities. It discusses the ways in which these environmental challenges intersect with socioeconomic disadvantage, especially limited education, skills development, and livelihood opportunities for young people, which are in turn compounded by limited voice and agency, and a dearth of security and protection measures. For some Rohingya adolescent girls and boys, the findings suggests that these multi-dimensional vulnerabilities place them at risk of exploitation by traffickers, smugglers, extremist groups, and criminals. The article concludes by highlighting the importance of explicitly integrating environmental aspects into policy and programs that support Rohingya adolescents to develop their full capabilities, and encouraging their meaningful participation in policy dialogues and accountability processes.

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