Impacts on girls’ safety and wellbeing

Evidence from the Ebola crisis showed that women and girls faced increased GBV, unintended pregnancies and social stigma, which, in some cases, led to drop out from school. Reports from the GEC countries in the region indicated that a similar pattern was emerging in the COVID-19 pandemic as reports of GBV spiked in all three countries. In Sierra Leone, for example, reports of domestic violence increased by 20%.17 In addition, data from the West Africa Network for Peace Building National Early Warning System indicate that GBV cases in West Africa increased by over 100%, from 308 in January 2020 to over 3,000 reported cases by May 31, 2020.18

Across the West Africa GEC portfolio, projects found that lockdowns resulted in an increased risk to the safety and wellbeing of girls. For example, in Sierra Leone, EAGER reported increased reports of violence against girls and increased incidences of pregnancy and early marriage. In Ghana, MGCubed also observed an increase in teenage pregnancy in some communities (though there are no comparable data for pre-COVID-19 pregnancy rates to make a definite statement).

Projects also reported the negative impact on girls’ mental health during COVID-19. EAGER found that high levels of anxiety and depression were noted amongst 82% of girls. Household economic stresses increased. 70% of girls reported a lack of food and 67% reported a lack of money. MGCubed found that most girls and boys reported feeling ‘less happy’ since schools closed. 64% of caregivers had noticed changes in their child’s mood during school closures. Of these, 81% reported their child was less happy. In data collected since December, 61% of caregivers think the COVID-19 pandemic has affected their child’s mood or wellbeing and, of these, 93% think it has deteriorated.

The provision of PFA training was a common intervention across the West Africa GEC portfolio. EAGER trained project staff and volunteers using the ‘Look, Listen and Link’ approach and gave mentors training on being a ‘Safe Person’ for girls, emphasising non-blaming and healing statements. GATE-GEC provided mental health and psychosocial services (MHPSS) training to community focal points and provided them with coaching to support families and children. MGCubed provided PSS training to teachers to be better placed to support children’s return to the classroom when schools reopened.

GEC projects also raised community awareness via radio. For example, Impact(Ed): Discovery Project 2 used its My Better World (MBW) television and radio life skills series to develop girls’ knowledge, attitudes and skills, and shift parent and community norms to support gender equality and social inclusion.

EAGER prioritised stress management skills and emotional resilience as core components of their learning programme. They used the structure of a safe space-based learning group to support girls’ mental health in a number of ways including:

• introducing stress management practices at the beginning of each session

• increasing the emphasis on Social Emotional Learning in Life Skills, including stories that normalised stress and anxiety

• jumping ahead in the curriculum to discuss sensitive topics like menstruation, sex and pregnancy so girls were better equipped to stay safe

• supporting girls to build their social networks by creating a buddy system

• coaching mentors to be kind, supportive and inclusive of all girls.

Ghana

Literature review findings:

There was an increase in teenage pregnancy (an almost ninefold rise in Krachi West Area Programme) ( World Vision 2020).

Project findings:

MGCubed observed an increase in teenage pregnancy in some communities as a reason for girls not returning to school. The project found that most girls and boys reported feeling ‘less happy’ since schools closed and 64% of caregivers had noticed changes in their child’s mood during school closures. Of these, 81% reported their child was less happy. In data collected since December 2020, 61% of caregivers think the COVID-19 pandemic has affected their child’s mood or wellbeing and, of these, 93% think it has deteriorated.

Core interventions:

MGCubed teachers received PSS training to be better placed to support children’s return to the classroom. Additional activities included trialling a radio club lesson, but this was not broadcast as schools reopened and children could resume life skills learning through the project’s afternoon school clubs.

Nigeria

Literature review findings:

There were sharp rises in reported cases of violence against women and girls (UN Women 2020a).

Core interventions:

Impact(Ed) broadcasted an animated life skills series (MBW) on multiple channels in July 2020 and September 2020, making the show available to millions of learners and their families in Hausa and English. MBW was a television and radio life skills series based on themes from the Campaign for Female Education’s (CAMFED) print curriculum to develop students’ and especially girls’ knowledge, attitudes and skills, and shift parent and community norms in support of gender equality and social inclusion. The series was distributed at school and through national and local television and radio. In addition, the series aired on Radio Kano, extending its reach to millions more young people, especially in remote, rural areas where television ownership rates are low.

Sierra Leone

Literature review findings:

There was a 20% rise in reports of domestic violence, sexual and non-sexual (Srivatsa 2020).

Project findings:

EAGER saw increased incidences of pregnancy (0.6% participants) and early marriage (0.4% participants) throughout COVID-19. The project also noted increased anxiety and depression (among 82% of girls) and increased household economic stresses. For example, 70% of girls reported a lack of food and 67% reported a lack of money. Girls also faced increased responsibilities and reported increasing violence against girls (19%), frequently mentioning intimate partner violence and early marriage.

Core interventions:

EAGER implemented activities described in the case study on page 10, and in addition, the project added interactive activities and emphasised discussion to encourage peer learning. In addition, radio programming delivered threeminute stories and messaging and a community fund was set up to pay for girls to access referral services. Furthermore, weekly radio programmes were re-sequenced and presented relevant issues through the eyes of girls. The project also launched six community dialogues to encourage collective action to address harmful gender norms.

GATE-GEC used girls’ clubs in primary schools, positive parenting sessions within Village Savings and Loans Schemes (VSLA) groups, mapping and capacity assessment of MHPSS. As a result, community MHPSS focal points were trained and coached to support children and families, and community protection and safeguarding structures were strengthened. PFA and PSS training was given to all staff and volunteers and used to support the sensitisation of communities. Girls’ clubs were facilitated by qualified female teachers and positive parenting village agents.