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Abstract
Background: Internal displacement can disrupt schooling through instability, resource constraints, and psychosocial stress, yet context-specific evidence on academic outcomes among adolescents living in camps in Edo State remains limited.
Objective: This study examines the effects of displacement on the academic performance of internally displaced adolescents in Uhogua IDP Camp, Benin City, Edo State, and identifies displacement-related factors associated with educational engagement and attainment.
Methods: A camp-based, cross-sectional mixed-methods design is proposed. Quantitative data will be gathered from internally displaced adolescents of secondary-school age using structured questionnaires covering displacement history, schooling continuity, learning conditions, and indicators of academic performance (e.g., recent grades or teacher-reported performance where available). Qualitative interviews or focus groups with adolescents, caregivers, and educators will explore perceived barriers and supports. Descriptive statistics and multivariable analyses will be used to assess associations between displacement-related exposures and academic performance, while thematic analysis will be applied to qualitative data to contextualize pathways and mechanisms.
Results: The study is expected to clarify how displacement experiences, interrupted schooling, access to learning materials, and psychosocial factors relate to academic performance within the camp setting, and to document key constraints and protective supports reported by stakeholders.
Conclusion: Findings will inform targeted educational and psychosocial interventions for internally displaced adolescents in Uhogua IDP Camp and guide policy responses to reduce displacement-related learning losses; causal inference will be limited by the cross-sectional design.
Objective: This study examines the effects of displacement on the academic performance of internally displaced adolescents in Uhogua IDP Camp, Benin City, Edo State, and identifies displacement-related factors associated with educational engagement and attainment.
Methods: A camp-based, cross-sectional mixed-methods design is proposed. Quantitative data will be gathered from internally displaced adolescents of secondary-school age using structured questionnaires covering displacement history, schooling continuity, learning conditions, and indicators of academic performance (e.g., recent grades or teacher-reported performance where available). Qualitative interviews or focus groups with adolescents, caregivers, and educators will explore perceived barriers and supports. Descriptive statistics and multivariable analyses will be used to assess associations between displacement-related exposures and academic performance, while thematic analysis will be applied to qualitative data to contextualize pathways and mechanisms.
Results: The study is expected to clarify how displacement experiences, interrupted schooling, access to learning materials, and psychosocial factors relate to academic performance within the camp setting, and to document key constraints and protective supports reported by stakeholders.
Conclusion: Findings will inform targeted educational and psychosocial interventions for internally displaced adolescents in Uhogua IDP Camp and guide policy responses to reduce displacement-related learning losses; causal inference will be limited by the cross-sectional design.
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