Investigating the Psychosocial Effects of Climate Change on School Going Teenage Girls: A Case Study of Lusitu Community, Chirundu, Zambia

Abstract

This study was undertaken to investigate the psychosocial effects of climate change on school-going teenage girls in Chirundu, Zambia. The aim of this study was to understand how climate-related challenges manifest in the psychological, educational, and social lives of teenage girls. The research employed a descriptive survey design using a mixed-method approach. The study was guided by four objectives: To assess psychological effects of climate change on teenage girls, examining impacts on school attendance and performance, identifying short-term social challenges, and investigating how climate change affects the social responsibilities of girls. The sample consisted of 240 school-going teenage girls aged between 13 and 19 years who were randomly selected from three schools; and a purposive sample of 12 teachers, 3 administrators were selected form the three schools. The findings revealed that psychological impact associated with climate change among girls include higher levels of stress (80%), anxiety (70%), and emotional distress (65%). Environmental disruptions like droughts and floods negatively affected school attendance and academic performance, often leading to absenteeism. Regarding social challenges related to climate change, the participants reported increased domestic responsibilities (77%). The most common coping mechanisms reported by participants include participation in climate education programs (25%). and community support initiatives (20%). The study recommended the integration of psychosocial support programs in schools, the development of climate-resilient infrastructure, gender-sensitive community awareness programs, and the inclusion of girls in decision-making processes to protect the mental health and educational access for the teenage girls