The health-related impacts of climate change faced by in-school adolescent girls in rural Zimbabwe

Abstract

Climate change is among the biggest threats to human development systems, including education and health.  A changing climate increases the frequency, intensity, and duration of extreme weather events such as droughts, floods, heat waves and cold spells – all of which contribute to water scarcity, food insecurity, loss of lives and livelihoods, and economic hardship.  Several factors, including age, gender, and geography, influence the range of risks and challenges faced by marginalized communities as a result of climate change.  Adolescent girls in rural regions find themselves at the confluence of all the above vulnerability factors and thus prone to experiencing a disproportionate share of the health impacts of the climate crisis, which in turn affect their education trajectory. Based on a qualitative research study, underpinned by gender, social and climate justice theories, and primarily aimed at exploring the link between climate change and adolescent girls’ education in rural contexts, this paper highlights the health impacts of climate change faced by in-school adolescent girls which emerged from research in the study area: Ward 25 of Chivi District of Masvingo Province, an arid and remote rural region in the southwest part of Zimbabwe.  The study population consisted of rural, in-school, adolescent girls aged 10-19 years, whose families reside in or originate from the study area.  Data was generated through a qualitative survey administered to twenty-one adolescent girls; sixteen key informant interviews with stakeholders at village, ward, district, and national levels; and eight focus group discussions (FGDs) with adolescent girls, adolescent boys, teachers, and parents/caregivers.  Data was also generated through field notes, photography, and adolescent drawings.  The study found that in-school adolescent girls are experiencing climate induced health challenges related to physical illness, and mental health disorders which in turn contribute negative impacts on their education including absenteeism, lateness to school, punishment by school authorities, difficulties in concentrating and sleeping during lessons, as well as learning losses. Understanding the health impacts of climate change on in-school adolescent girls will contribute not only to the discourse on overall adolescent wellbeing but also to building a resilient climate risk informed education system in Zimbabwe.

Keywords: adolescent girls, climate change, education, health, Zimbabwe

DOI: 10.7176/JEP/15-6-04

Publication date: May 30th 2024