Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities

The world’s population now includes more than 70 million displaced people, with over three quarters now living in protracted exile. Almost half of these are young people under the age of eighteen, who are undergoing a vital transition through adolescence whilst at the same time having to endure disruptions to their families and communities, truncated educational opportunities, limited options for work, and risks to their physical safety. These experiences are gendered, with the life trajectories and capabilities of adolescent girls particularly likely to be constrained by displacement.

The Sustainable Development Agenda 2030 to ‘leave no one behind’ and its focus on the most marginalised populations offers a key opportunity to engage directly with the challenges facing adolescents in humanitarian contexts. The introduction to this book identifies important gaps in knowledge at the intersection of age, gender and displacement, including the broad lack of gender and age disaggregated data available and the omission of adolescence as point of analysis within research on statelessness and forced migration. We identify the conceptual themes of the subsequent chapters, the methodological approach taken within the research presented in the book and give an overview of the contributions that the authors make to key debates.

Suggested citation:

Jones, N., Pincock, K. and Hamad, B.A. (Eds.). (2021) 'Leaving no one behind: Exploring the experiences of adolescents in Humanitarian Settings.’ in Jones, N., Pincock, K. and Abu Hamad, B. (eds.) Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities. Oxford: Routledge (https://doi.org/10.4324/9781003167013)

Since August 2017, Rohingya refugees have been crossing the border into Bangladesh, fleeing crimes that the UN Special Rapporteur has claimed ‘bear the hallmarks of genocide’. Three years on, there remains no long-term solution for stateless Rohingya refugees, and adolescents are being denied both formal schooling and employment opportunities. This chapter draws on mixed-methods baseline data collected in 2019 as part of the Gender and Adolescence: Global Evidence (GAGE) programme to understand how Rohingya adolescents access education and economic opportunities.

Drawing on quantitative and qualitative findings, this chapter highlights the inadequate educational opportunities for Rohingya adolescents, the disconnect to their aspirations, and the significant challenges they face in ensuring a secure transition into adulthood. Adolescents face different educational and economic constraints and opportunities at different stages of adolescence and on account of deeply entrenched gender norms. Policy implications include the urgent need for improved educational support which accounts for these barriers.

Suggested Citation:

Guglielmi, S., Seager, J., Mitu, K., Kalow, J., Baird, S. and Jones, N. (2021) "'No, We Are Not Allowed": Barriers to Rohingya Refugees’ Educational and Economic Opportunities.’ in Jones, N., Pincock, K. and Abu Hamad, B. (eds.) Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities. Oxford: Routledge (http://www.taylorfrancis.com/books/e/9781003167013)

More than 1.39 million people were newly displaced in Ethiopia in late 2017 and 2018 – more than anywhere else globally during the same period and bringing the total number of internally displaced people in the country to 2.9 million (IDMC 2019). Many were displaced along the Oromia and Somali regional border, where tensions over resources are thought to have contributed to a sudden escalation of ethnic violence. Since the violence began, however, there has been a major political transformation aimed at overcoming historic divides, spearheaded by new Prime Minister Abiy Ahmed, and a newly created Ministry of Peace is mandated to support internally displaced persons (IDPs).

This chapter draws on findings from data collected in late 2017/early 2018 and late 2019 to explore the intersecting vulnerabilities of internally displaced adolescents in Ethiopia, focusing on economic and psychosocial vulnerabilities and gender similarities and differences. In contrast to refugee populations, our findings suggest that IDPs fall between the cracks of the development–humanitarian nexus. As IDPs are hosted in already vulnerable communities, our two rounds of data collection (during the initial displacement and a year later) highlight that social cohesion between IDPs and host communities has quickly fractured. Beyond initial humanitarian responses, greater attention to age- and gender-responsive social protection for IDPs is needed across rural, camp and host community settings.

Suggested citation:

Jones, N., Pincock, K. and Yadete, W. (2021) ‘“We Are Not Accepted Here”: Intersecting vulnerabilities of Internally Displaced Adolescents in Ethiopia.’ in Jones, N., Pincock, K. and Abu Hamad, B. (eds.) Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities. Oxford: Routledge  (https://doi.org/10.4324/9781003167013)

Adolescent refugees have received little age- and gender-targeted attention in the intervention efforts in Lebanon amidst the protracting Syrian crisis, this is particularly in relation to their psychosocial wellbeing. Little is known about the combined factors at the different structural, communal and individual levels that impact and shape adolescent refugees’ psychosocial wellbeing and their choices and future opportunities based on their own gendered experiences and perspectives. This is especially in relation to the multi-layered constraints and marginalization, at the family, local community and wider society levels as well as the Lebanese state policies towards the different refugee groups.

This chapter focuses on the convergence of these different factors at the different levels with specific focus on gender dynamics within the complex and multidimensional layers of life in displacement. We show the role of these intersecting challenges in shaping married Syrian refugee adolescent girls’ realities and its implications for their psychosocial wellbeing.

Suggested citation:

Youssef, S. (2023) ‘“There is Nothing Else to Aspire to in Our Life”: Exploring the Psychosocial Wellbeing of Married Syrian Refugee Girls in Lebanon.’ in Jones, N., Pincock, K. and Abu Hamad, B. (eds.) Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities. Oxford: Routledge (https://doi.org/10.4324/9781003167013)

The ongoing conflict in Syria, now almost in its tenth year, has taken a heavy toll on young people’s lives and their developmental trajectories. Education and learning have been particularly constrained. In Jordan the government has opened up schools to Syrian children and adolescents, and donors and non-governmental organisations (NGOs) have invested heavily in scaling up formal and informal learning pathways. Yet enrolment rates remain low, especially for secondary and tertiary education.

This chapter focuses on the most vulnerable Syrian refugee adolescents living in Jordan, including early-married girls, working adolescents and those living in remote areas. Using a capabilities framing of the right to education, we examine barriers and gendered differences in access to education for refugee adolescents living in three distinct settings: host communities, informal tented settlements (ITSs) and refugee camps.

Suggested citation:

Malachowska, A., Jones, J. and Al Heiwidi, S. (2021) ‘“They Tell Me That I Can Write and Read, So No Need for School”: Challenges in Realising International Commitments to Refugee Education in Jordan.’ in Jones, N., Pincock, K. and Abu Hamad, B. (eds.) Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities. Oxford: Routledge. (https://doi.org/10.4324/9781003167013)

Adolescents are rarely considered as a distinct group within research about refugees, and relatively little is known about the lives and experiences of adolescent refugees in Rwanda. Rarely are adolescents’ perspectives, experiences and opinions sought, and their participation in decision-making [educational, economic, political] is limited. Our data are drawn from qualitative evidence collected in three Rwandan refugee camps from individual and group interactions with male and female adolescents, including adolescents who had given birth before age 20. Evidence focuses on two capability areas: education and learning and, psychosocial wellbeing. Gendered norms for adolescents affect educational outcomes and psychosocial wellbeing, and adolescent mothers experience multiple stressors to their psychosocial wellbeing.

Our evidence highlights the extreme vulnerability – with lifelong implications – of some adolescent refugees. Refugee adolescent mothers face exceptionally heightened vulnerabilities because of the social stigma associated with non-marital pregnancy and childbearing. Investing in the lives of adolescent refugees – particularly those who are pregnant or mothers – is likely to yield significant medium- long-term dividends in terms of their life chances.

Suggested citation:

Isimbi, R., Mwali, M., Ngabo, E. and Coast, E. (2021) ‘“I no Longer Have a Hope of Studying”: The Impact of Gender Norms on Education and Psychosocial Well-Being of Refugee Girls in Rwanda.’ in Jones, N., Pincock, K. and Abu Hamad, B. (eds.) Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities. Oxford: Routledge (https://doi.org/10.4324/9781003167013)

Palestinian adolescents living in Jerash camp have been stateless refugees in Jordan for three generations, living in poverty with no end in sight. Their statelessness fundamentally shapes the opportunities and choices available to them and, in turn, the lack of opportunities further entrenches their inter-generational disadvantage. With limited access to university education and jobs, there is very little incentive for stateless Palestinian adolescents to complete their secondary education. Funding cuts, especially to the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA), have impacted educational provision, while the shifting focus of policy and programming efforts to Syrian refugees means Palestinian refugee adolescents have become the ‘forgotten’.

Drawing on findings from the Gender and Adolescence: Global Evidence (GAGE) baseline research in Jordan, this chapter explores the experiences of younger (10–12 years) and older (15–17 years) Palestinian refugees in Jerash camp.

Suggested citation:

Sajdi, J., Essaid, A., Abu Taleb, H. and Abu Azzam, M. (2021) ‘“Why Should I Stay in the Classroom?’ Drivers of School Dropout Among Stateless Palestinian Adolescents in Jordan.” in Jones, N., Pincock, K. and Abu Hamad, B. (eds.) Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities. Oxford: Routledge. (https://doi.org/10.4324/9781003167013)

Adolescents in conflict-affected areas are at greater risk of violence, which can have catastrophic effects across the life course. The literature on violence in Palestine mainly focuses on political violence, and adolescents exposed to violence, especially girls, are largely invisible. This chapter provides insights about violence among adolescents in Gaza, focusing on the role of gender norms in shaping violent experiences. It also contributes to the debate on how to protect bodily integrity in such a politically turbulent context. The chapter draws on mixed-methods research in 2016 and 2017 as part of the Gender and Adolescence: Global Evidence research programme, complemented by secondary analysis of available datasets.

Our analysis indicates that other than treating adolescents for physical injuries and providing psychosocial first aid during episodes of conflict, there is limited formal support available to adolescents who have experienced violence; moreover, a culture of silence normalises violence. The chapter discusses possible strategies for addressing violence in Gaza and similar settings.

Suggested citation:

Abu Hamad, B. (2021) ‘“No-One Should Accept a Miserable Life Like That!” Opportunities for Reducing Violence Against Adolescent Refugees in Gaza.’ in Jones, N., Pincock, K. and Abu Hamad, B. (eds.) Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities. Oxford: Routledge. (https://doi.org/10.4324/9781003167013)

COVID-19 has been declared a global pandemic by the World Health Organization (WHO). With its multifaceted impacts on health and education services, family incomes and social and cultural norms, the toll of the disease has been unprecedented in the twenty-first century. The pandemic and associated response measures have exacerbated age and gender inequalities and also augmented inequalities around citizenship and access to social protection and resources.

This chapter provides an analysis of the key findings from virtual qualitative research undertaken between April and May 2020 across those countries in order to explore the gendered impacts of COVID-19. Our research confirms that the response to the pandemic has dramatically impacted adolescents in humanitarian contexts, through constraining their access to education, health care, nutrition, and recreational opportunities, and by increasing stress levels and accentuating violence.

Suggested citation:

Abu Hamad, B., Jones, N. and Pincock, K. (2021) ‘“It’s the Fear That Is Killing Us, Not the Actual Disease!” Covid-19: An Unfolding Crisis for Adolescents in Humanitarian Settings.’ in Jones, N., Pincock, K. and Abu Hamad, B. (eds.) Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities. Oxford: Routledge (https://doi.org/10.4324/9781003167013)

The concluding chapter of this book summarises the contributions of the authors in relation to key areas of policy and programming. It explores the significance of the findings on adolescents’ experiences in humanitarian settings for work on the ‘humanitarian-development nexus’, which has become a key paradigm for work on protracted displacement.

The chapter then discusses key implications that arise from the book chapters in relation to meeting the objective of the Sustainable Development Goals 2030 to ‘leave no one behind’. These include investing in age and gender-responsive social protection; improving access to quality and relevant education; promoting access to livelihoods and life skills training; and ensuring access to age- and gender-based violence prevention and response services. Finally, we identify directions for future research that can identify and address the needs of adolescents in humanitarian settings, and advance their visibility within work on displacement.

Suggested citation:

Jones, N., Pincock, K. and Abu Hamad, B. (2021) ‘Concluding Reflections: Towards an Agenda for Policy, Practice and Research to Ensure No Adolescent is Left Behind.’ in Jones, N., Pincock, K. and Abu Hamad, B. (eds.) Adolescents in Humanitarian Crisis. Displacement, Gender and Social Inequalities. Oxford: Routledge (https://doi.org/10.4324/9781003167013)