COVID-19 Exacerbated Socio-Structural and Behavioural Realities of Girl-Child Development and Education in Selected Rural Eastern Cape Communities

Abstract

The COVID-19 pandemic significantly intensified pre-existing socio-structural and behavioural challenges faced by girl children in rural Eastern Cape, South Africa, leading to a marked increase in school dropout rates. This study explores the extent and pathways through which the pandemic exacerbated vulnerabilities among girls, employing a mixed-methods participatory action research approach. Quantitative data from 2018 to 2021 in the OR Tambo District revealed a statistically significant rise in girl-child dropout during the pandemic, especially among Grades 8–12. Complementary to this, qualitative data from principals, teachers, school governing bodies, and education officials underscored numerous causes including early pregnancy, substance abuse, poverty and parental fear of COVID-19 transmission. Drawing from Vygotsky’s socio-cultural and Crenshaw’s intersectionality theories, the study shows how overlapping oppressions such as gender, poverty and rurality interacted to disrupt education. Also, stakeholders reported that remote learning was specifically ineffective due to lack of digital access and that rotation of attendance further disengaged learners. Thus, the findings highlight the urgent need for multisectoral, context-sensitive interventions such as school integration programmes, gender-responsive support services, and community-led strategies to address compounded effects of socio-economic disadvantage and crises disruptions. Therefore, the findings show how global crises disproportionately affect marginalised populations and advocates for resilient, educations systems that prioritise the needs of rural girls.