The effects of child marriages on academic performance of marginalized girls in Secondary Schools of Central Province in Zambia

Abstract

Zambia's education sector faces significant challenges, particularly for female students who are affected by poverty, cultural attitudes, and early marriage. Despite efforts to improve educational access, many girls struggle with enrollment and academic performance. This study aimed to analyze the effects of child marriages on the academic performance of marginalized girls in Secondary Schools in selected secondary schools in the Central Province of Zambia. Adopting a phenomenological approach, the study conducted focus group discussions and interviews with key stakeholders, including marginalized girls, out-of-school girls, school staff, and community leaders. Thematic analysis of qualitative data, collected through structured notes and NVivo software, was used to explore participants' lived experiences and perspectives. The findings indicated that sponsorship initiatives help reduce dropout rates, increase access to education for girls, and improve child safety in schools and communities. Nonetheless, challenges such as poverty, cultural attitudes, inadequate parental support, early marriage, and restrictive gender norms are prevalent. The intricate interplay of poverty, socio-cultural norms, and enduring gender inequalities poses a significant barrier to educational attainment for marginalized girls. Financial constraints and poverty forces families to prioritize survival over education, leaving girls susceptible to early marriage, school dropout, and risky behaviors as coping mechanisms.