Examining the Consequences of School Bans on the Self-esteem of Afghan Adolescent Girls in Kabul, Afghanistan
- 1Graduate School of International Development, Nagoya University, Nagoya City, Japan
Abstract
Following the Taliban’s return to power in August 2021, they systematically banned Afghan girls from formal education beyond the sixth grade across the country, forcibly depriving millions of girls of educational opportunities in Afghanistan. This qualitative study explores the consequences of school bans on the psychological well-being and self-esteem of Afghan adolescent girls by examining how prolonged adversity following abrupt school bans, conceptualised as a potentially traumatic life experience, has affected Afghan adolescent girls’ daily routines, educational goals, and aspirations. The study employs semi-structured interviews and thematic analysis. The participants comprise 10 Afghan girls aged between 13 and 18 residing in Kabul. Data collection was conducted online from 17 August to 4 September, approximately three years after the imposition of school bans. Most participants had been experiencing school exclusion for three years. The findings indicate significant shifts in participants’ daily routines and psychological well-being, particularly among those from low socioeconomic backgrounds. Participants who experienced abrupt school exclusion reported lower psychological well-being, including increased social isolation, compared to those with prior awareness. In addition to the loss of agency experienced by the participants, the data analysis reveals stress-related somatic symptoms, including headaches, among a small number of participants. These findings emphasise the pressing need for psychological support and educational opportunities to mitigate the effects of prolonged adversity.
Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1007/s40653-026-00919-x.
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BibTeX
@article{sediqi2026examining,
title = {{Examining the Consequences of School Bans on the Self-esteem of Afghan Adolescent Girls in Kabul, Afghanistan}},
author = {Fahima Sediqi},
journal = {Journal of Child \& Adolescent Trauma},
year = {2026},
month = jun,
doi = {10.1007/s40653-026-00919-x},
url = {https://doi.org/10.1007/s40653-026-00919-x},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Examining the Consequences of School Bans on the Self-esteem of Afghan Adolescent Girls in Kabul, Afghanistan
AU - Fahima Sediqi
PY - 2026
DA - 2026/06/04
JO - Journal of Child & Adolescent Trauma
DO - 10.1007/s40653-026-00919-x
UR - https://doi.org/10.1007/s40653-026-00919-x
AB - Following the Taliban’s return to power in August 2021, they systematically banned Afghan girls from formal education beyond the sixth grade across the country, forcibly depriving millions of girls of educational opportunities in Afghanistan. This qualitative study explores the consequences of school bans on the psychological well-being and self-esteem of Afghan adolescent girls by examining how prolonged adversity following abrupt school bans, conceptualised as a potentially traumatic life experience, has affected Afghan adolescent girls’ daily routines, educational goals, and aspirations. The study employs semi-structured interviews and thematic analysis. The participants comprise 10 Afghan girls aged between 13 and 18 residing in Kabul. Data collection was conducted online from 17 August to 4 September, approximately three years after the imposition of school bans. Most participants had been experiencing school exclusion for three years. The findings indicate significant shifts in participants’ daily routines and psychological well-being, particularly among those from low socioeconomic backgrounds. Participants who experienced abrupt school exclusion reported lower psychological well-being, including increased social isolation, compared to those with prior awareness. In addition to the loss of agency experienced by the participants, the data analysis reveals stress-related somatic symptoms, including headaches, among a small number of participants. These findings emphasise the pressing need for psychological support and educational opportunities to mitigate the effects of prolonged adversity. Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1007/s40653-026-00919-x.
SN - 1936-1521
SN - 1936-153X
ER -