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<p>Globally, around 35 million children are forcibly displaced, with nearly half of school-aged children unable to attend school, highlighting a major disruption in education. Migrant and internally displaced children face numerous challenges, including trauma, exploitation, and disrupted education, with girls in conflict zones being particularly affected. Education in emergencies has emerged as a critical strategy to ensure that displaced children continue their education amidst crisis. This approach integrates educational support with livelihood assistance, aiming to provide safety, psychosocial support, and life-saving knowledge. In Somalia, prolonged conflict and displacement have left millions of children without access to education, making education in emergencies crucial for their well-being and future stability. This study aims to assess the impact of educational interventions on internally displaced families in Southwest Somalia. A phenomenological qualitative design was applied. Data were collected through in-depth, semi-structured interviews with 29 participants drawn from four EiE-supported schools: seven parents, seven alumni, seven teachers, seven community leaders, and one program manager (17 males and 12 females, aged 28–52&#xa0;years). Interviews were analyzed thematically. Participants reported that EiE interventions contributed to improved access to basic education, increased learner participation, greater confidence, and enhanced psychosocial well-being. Additional perceived benefits included continuity of learning and stronger community support networks. Reported barriers included security risks, overcrowded learning spaces, limited learning materials, and unstable learning environments, which constrained attendance and program continuity. The study found that EiE interventions in the Southwest State of Somalia were perceived to improve access to basic education, support psychosocial well-being, and sustain learning continuity among displaced children. Given that program outcomes were strongly influenced by security conditions, resource availability, and the level of community involvement, the study recommends strengthening community engagement and locally supported structures to enhance the sustainability of EiE implementation.</p>

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Educational Interventions in Emergency Contexts: A Qualitative Assessment of the Impact on Vulnerable Populations in the Southwest State of Somalia

  • 期刊论文

  • 发表日期：

    2026年5月8日

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  • Hassan Abdullahi Dahie,
  • Abdirahman Mohamed Abdullahi,
  • Mohamed Osman Alasow,
  • Mohamed Maalin Dakane,
  • Dek Abdi Hussein,
  • Hamdi Ahmed Hussein,
  • Yusuf Ali Jimale,
  • Falis Ibrahim Mohamud,
  • Abukar Abdi Osman,
  • Mohamed Abdullahi Osman,
  • Nuradin Mohamed Mudei,
  • Ahmed Mohamed Abdullahi,
  • Hamda Abdullahi Roble,
  • Bashir Said Hassan,
  • Mohamed Bilow Abdi

摘要

Globally, around 35 million children are forcibly displaced, with nearly half of school-aged children unable to attend school, highlighting a major disruption in education. Migrant and internally displaced children face numerous challenges, including trauma, exploitation, and disrupted education, with girls in conflict zones being particularly affected. Education in emergencies has emerged as a critical strategy to ensure that displaced children continue their education amidst crisis. This approach integrates educational support with livelihood assistance, aiming to provide safety, psychosocial support, and life-saving knowledge. In Somalia, prolonged conflict and displacement have left millions of children without access to education, making education in emergencies crucial for their well-being and future stability. This study aims to assess the impact of educational interventions on internally displaced families in Southwest Somalia. A phenomenological qualitative design was applied. Data were collected through in-depth, semi-structured interviews with 29 participants drawn from four EiE-supported schools: seven parents, seven alumni, seven teachers, seven community leaders, and one program manager (17 males and 12 females, aged 28–52 years). Interviews were analyzed thematically. Participants reported that EiE interventions contributed to improved access to basic education, increased learner participation, greater confidence, and enhanced psychosocial well-being. Additional perceived benefits included continuity of learning and stronger community support networks. Reported barriers included security risks, overcrowded learning spaces, limited learning materials, and unstable learning environments, which constrained attendance and program continuity. The study found that EiE interventions in the Southwest State of Somalia were perceived to improve access to basic education, support psychosocial well-being, and sustain learning continuity among displaced children. Given that program outcomes were strongly influenced by security conditions, resource availability, and the level of community involvement, the study recommends strengthening community engagement and locally supported structures to enhance the sustainability of EiE implementation.