ArticleBMC women's health2025
From challenge to opportunity: application of the resilience framework to explore women and girls' positive educational and wellbeing adaptations during the COVID-19 lockdown.
Article in BMC women's health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundDuring the COVID-19 pandemic, to reduce transmission, countries implemented lockdowns including the closure of schools. This study applies the Department for International Development resilience framework to explore the educational resilience and personal development of young Nigerian girls and women during the COVID-19 lockdown in Nigeria, particularly focusing on their ability to adapt to learning challenges and engage in positive activities during the crises.
methodsThis was a cross-sectional study involving 339 young Nigerian girls and women, aged between 10 and 24 years from April to May 2020 using an online web-based platform during the COVID-19 lockdown period in Nigeria.
resultsThe majority of the participants were between 20 and 24 years of age (74.9%) and single (82.9%). About 267(79.9%) agreed or strongly agreed that the COVID-19 lockdown affected their learning and academic work because they had to do more housework and 227 (67.9%) were affected because of more tension at home. Positive adaptive capabilities included engaging in learning new skills, personal development, physical and mental health care, and entrepreneurship and income generation activities.
conclusionWhile the COVID-19 lockdown posed significant challenges, it also revealed the resilience of Nigerian young women and girls. Despite disruptions, many pursued personal and professional development, driven by institutional support and their determination. This underscores the need to foster resilience, not just as a crisis response but as a proactive strategy for long-term empowerment and gender equality. Building on these positive outcomes requires integrating resilience thinking into educational and social support systems.
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