Impacts of COVID-19 on Adolescent Education in Uganda: Key Findings from A Youth-led Community Health Assessment
Riya Shah*, Kyra Guy, Abigail Kim, Kenneth Odur, Lira Youth Public Health Ambassadors**, and Heather Wipfli
*Presenting author
BACKGROUND
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The COVID-19 pandemic left schools across the globe facing severe disruptions and closures. Transitions to remote learning platforms revealed gaping inequities in access to education resources between high income and low-income communities and countries.
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In Uganda, existing challenges such as lack of easily accessible clean water, food, and electricity were further exacerbated by the pandemic negatively affecting health outcomes for youth.
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Facing one of the longest school closures in the world, 2 full years, Ugandan adolescents were more likely to not return to school placing them at a higher risk for worse learning outcomes, substance abuse, mental health issues, and violence.
OBJECTIVES:
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To assess access to key resources in schools and understand the impact of COVID-19 these resources and educational opportunities.
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To inform policy and infrastructure development for the Uganda Ministry of Education and beyond.
STUDY DESIGN AND METHODS
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This study consisted of a mixed methods, cross sectional community health assessment using survey and observation tools.
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Research was conducted by Youth Public Health Ambassadors in 3 sub-counties in the Lira District in northern Uganda
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Data was collected from 306 adolescents and 19 school leaders (16 government and 3 private).
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Adolescent surveyes assessed
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School survey questions assessed access to key resources such as sanitation facilities, food, water, and electricity and the impact of COVID-19 on attendance rates of students and access to resources and facilities within schools.
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Data Management & Analysis: Data were collected using paper surveys, entered into Qualtrics, and analyzed using Microsoft Excel (2021) and IBM SPSS Statistics 27.
IMPLICATIONS
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Water, proper sanitation practices, adequate food, and electricity were found to be lacking in rural schools, with no current specific government budget allocated to improvement.
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84.2% of students stopped attending school during COVID-19 lockdown, and a majority did not return to school resulting in feelings of isolation and anxiety. Extra initiatives must be taken to encourage adolescents to return to school.
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Findings should inform future education-related policy and interventions in Uganda, with special focus on increasing budgets and investment in adolescent education post COVID-19.
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Providing electricity, especially in classrooms, is essential to improving learning outcomes for adolescents.
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Appropriate amounts of nutritious food needs to be provided daily, in both boarding and day schools, to reduce the number of students experiencing food insecurity.
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Boarding schools in Uganda were found to have increase access to important resources and provide students with better learning environments than those attending day school, further indicating gaps in educational opportunities based on socioeconomic status and location
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Lack of access to reproductive health and mental health resources in schools can negatively impact the health and well-being of students.
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RESULTS
Table 1. Adolescent Demographics
Figure 2. Impact of COVID-19 Lockdown on Adolescent Social Support
Table 2. Access to Health Resources in Schools
Table 3. School Infrastructure
ACKNOWLEDGEMENTS
Energy In Action, Children’s Chance International, University of Southern California, **Lira Youth Public Health Ambassadors: Adiro Susan, Adupa Stephen, Akello Rebecca, Alum Nancy, Anyima Fredrick, Aoko Emily, Awello Monica, Ejang Winnie, Acio Barbara, Akao Winnie, Alum Recho, Angom Salume Precious, Aol Rachael, Awidi Fiona Tabitha, Ejang Brenda, Kia Judith, Lalita Ruth Amongi, Okello Moses, Olem Jasper, Adongo Marrion, Amono Monica, Awino Mirriam, Okello Denish, Okello Geoffrey Ocama, Obwona Jimmy, Akullu Christine