Mixed methods virtual research on adolescent experiences of covid-19
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This document outlines a mixed methods research study on adolescent experiences during the COVID-19 pandemic across multiple countries. The study will involve participatory research with 140 adolescents in Lebanon, Jordan and Gaza using diaries and blogs. It will also include phone surveys of 9,500 adolescents in Ethiopia, Jordan, Gaza and the West Bank, and Bangladesh. Additionally, there will be phone and web-based interviews with 550 adolescents and 150 key informants in Bangladesh, Jordan, Gaza and Ethiopia. The findings will inform recommendations around building back education for girls in diverse contexts, strengthening links between formal and non-formal education, and expanding emergency social protection for vulnerable girls.
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Mixed methods virtual research on adolescent experiences of covid-19
- 1. Mixed methods virtual research on adolescent experiences of covid-19, leveraging GAGE’s longitudinal research design 1 PHONE/ WEB-BASED PARTICIPATORY RESEARCH WITH 140 ADOLESCENTS LEBANON , JORDAN, GAZA Participatory photography, digital and audio diaries, blogs authored by adolescents PHONE SURVEYS WITH 9500 ADOLESCENTS ETHIOPIA - Panel survey w/ 2000 urban adolescents JORDAN - Panel survey w/ 3500 adolescents in camps/ host communities GAZA and WEST BANK - Survey research with 1000 adolescents BANGLADESH - Panel survey w/ 3000 urban + rural Bangladeshis, Rohingya refugees PHONE/WEB-BASED INTERVIEWS WITH 550 ADOLESCENTS + 150 KEY INFORMANTS BANGLADESH - IDIs w/ 30 adolescents in 3 low-income settlements in Dhaka, + 30 Rohingya adolescents JORDAN - IDIs and FGDs w/ 110 adolescents from refugee and host communities, 45 service providers GAZA - IDIs, FGDs with 56 adolescents from urban + camp settings, 8 service providers ETHIOPIA - IDIs w/ 174 nodal adolescents from urban, rural + pastoralist areas, and 154 socially vulnerable youth, 50 service providers
- 2. THE BUILDING BACK BETTER FOR GIRLS AGENDA NEEDS TO BE TAILORED TO DIVERSE CONTEXTS *Online/ distance education depends on digital connectivity *In contexts with high child marriage rates, prioritise re- activating reporting + return-to-school outreach *In humanitarian contexts without formal schooling, prioritise re-opening safe spaces for peer interaction INVEST IN STRENGTHENED BRIDGES BETWEEN FORMAL AND NON-FORMAL EDUCATION *Links to trusted adults in community during emergencies *21st Century skills and information to report child protection violations are supportive of adolescent girls’ resilience during emergencies SCALE UP EMERGENCY SOCIAL PROTECTION FOR THE MOST VULNERABLE GIRLS *Emergency social protection has tended to be one-off *Limited evidence of expanded social protection despite escalating vulnerabilities *Food insecurity in low income and humanitarian contexts is acute – need to tackle to return to school *Menstrual health is heightened concern during pandemic - need to integrate into cash plus programs
Editor's Notes
- In response to the covid-19 crisis and building on our longitudinal research, GAGE launched a virtual qualitative research project with adolescent boys and girls in 5 countries to explore how adolescents are affected by the restrictions and what their perceptions are of the response to the pandemic. As part of Covid data collection, we carry out phone/video interviews with a selection of qualitative research participants in the GAGE sample in Jordan, Lebanon, Ethiopia and Bangladesh, as well as a separate sample in the Gaza Strip, including adolescents with disabilities and married girls. It involves a 30-60 mins interviews with adolescents focusing on the impacts of Covid-19 on the six GAGE capability domains (education and learning; health, nutrition and sexual and reproductive health; psychosocial well-being, economic empowerment, voice and agency, and bodily integrity). We are also conduct quantitative surveys through phones and virtual sessions in Jordan, Palestine, Ethiopia, and Bangladesh.
- THE BUILDING BACK BETTER FOR GIRLS AGENDA NEEDS TO TAILORED TO DIVERSE CONTEXTS *In middle-income contexts with relatively high digital connectivity online distance education is key; in other contexts less feasible at scale *In contexts with high child marriage risks, resuming reporting mechanisms + outreach to parents and catch-up tutorials to get girls back to school may be higher priority *In humanitarian contexts where no schooling permitted – e.g. Rohingya camps, re-opening safe spaces for girls to interact with peers is critical INVESTING IN STRENGTHENED BRIDGES BETWEEN FORMAL AND NON-FORMAL EDUCATION PROVISION IS CRITICAL *Links to trusted adults in community: In some contexts, evidence shows that adolescent girls had more links during covid-19 lockdowns with non-formal education facilitators than teachers *Skills taught in non-formal education programmes on voice, agency, resilience, communication reporting against violence etc. are all critical skills to support adolescent girls during emergencies FOR THE MOST VULNERABLE GIRLS SCALED UP SOCIAL PROTECTION IS KEY *Very few adolescents in our sample are getting social protection, and for those who do emergency social protection support has tended to be one off *Very few adolescents in our sample reported getting entitlements from new social protection programmes expanded or introduced in response to covid-19 *Food insecurity is acute – especially in low-income contexts like Ethiopia – in both rural and urban areas – and in humanitarian contexts – e.g. refugee camps – in such contexts the return to school will need to be twinned with support to ensure adequate food and nutrition *MHM is ordinarily a barrier to girls’ schooling – girls’ are reporting less expenditure on sanitary supplies – this should be part of sp cash plus programming