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The Adverse Experiences of Child Soldiers

Armed conflict can be one of the most destructive events known to humankind. From the stone age until the present day, wars have been fought over resources, territory, power, and riches in an almost constantly recurring cycle. It damages infrastructure, topples economies, destroys social networks, and has particularly harmful consequences on children and young people regarding their well-being and development.

However, whilst wars and conflicts have always raged there has invariably always been a distinction drawn between combatants and civilians[i]; a bargain struck so that the most vulnerable of society would be granted immunity from the horrors of war. Unfortunately, this sentiment does not represent the realities of war, nor how those most vulnerable often act in the face of conflict – in particular, how children act.

Children in modern conflicts have unfortunately become intrinsic to warfare and how it is waged with the most basic laws of the Geneva Convention being violated in every major warzone as children are targeted in efforts to inflict terror on populations. This callous tactic not only poses a severe physical threat to children, as they may be killed or injured but also a psychological threat to wellbeing and life post-war. What has become most worrying in modern times is how the impacts of conflict do not always affect children as passive actors. In many countries where war is present, children are increasingly assuming more active roles in the conflicts that persist in their communities.

Children brandishing arms is indeed by no means a new development. The Spartans took boys from their family homes at the age of seven to train in the military whilst the Ottoman Empire stole children from its subjects in the Balkan states to fill out the ranks of its Janissary army through a system referred to as the devshirme[ii]. In more recent history, when the Iranian regime began to falter in the Iran-Iraq war of the 1980s children from the ages 12 upward were called up to fight Saddam Hussein’s Iraq in the new ‘Holy War’[iii]. But in present times, the training and use of child soldiers has become more commonplace than ever.

In 2017 it was estimated that more than 100,000 children were currently being forced to play active roles in conflicts[iv] in the fifteen UN-identified countries Yemen, Somalia, Myanmar, Sierra Leone, Colombia, Afghanistan, South Sudan, Sudan, the DRC, Iraq, Mali, Nigeria, Syria, the Philippines, and the Central African Republic. However, these are only the recognised countries and there are many more nations where groups are suspected of cultivating children as active participants in violence and crimes across the globe; even in some Western countries where terror cells, separatist groups and nationalists lurk beneath the visage of peace.

Today most active child soldiers are enlisted in rebel militia groups in developing nations in Africa, Asia, and South America. Militia groups often rely on a steady stream of voluntary recruits to sustain their operations. But when this voluntary stream runs dry some do resort to forced recruitment – a strategy that has become particularly prevalent among those groups that operate with children in their ranks. The extent and scale of this recruitment can, and does, differ between groups as conflicts run their course as some may employ children for individual missions whereas others will utilise them throughout.

It is important to note that this is not a problem limited to young males. The role of child soldiers is played by both boys and girls; and whilst it is commonly assumed that children recruited by militia groups are automatically handed weapons and trained as soldiers, it is not always the case. Children often take up other roles within these groups such as cooks, spies, or messengers. Young girls are particularly vulnerable when recruited as they can also face the burden of sex work resulting in physical and mental damage that lasts a lifetime even when emancipated. Regardless of how they are recruited or what role they play, child soldiers are victims of war and poverty. A child enacting a role that does not send them to the front lines of a conflict is still exposed to varying levels of violence, abuse, risk, and hardship – even though it may take different forms.

But what is most worrying about the current station of child soldiers is that not all of them are taken by force from their domiciles, or even coerced. A large quota voluntarily join armed conflicts with little resistance. The reasons for this all link back to poverty and deprivation in times of conflict.

Recruitment vs Voluntary Conscription

Whilst many children are recruited by armed groups, it is not enough to simply condemn those groups responsible for recruitment; especially when it is also the case that many children voluntarily and willingly join up. Children who join armed groups voluntarily are often already experiencing the impacts of war or conflict which can push them towards fighting. Traumatisation and brutalisation are two key experiences that push some children to join up. Children can experience high levels of trauma when witnessing violence through shelling strikes, shootings, landmine explosions and other atrocities in their communities that provoke them to conscript with armed groups to fight back – whether against a civil enemy of one further afield. Similarly, brutalisation is experienced as children are targeted by warring factions and are subject to search operations, improper detention in unlawful circumstances and sometimes torture – all of which contribute to a decision to fight the perceived inducer of these experiences.

But the main contributing factor that pushes children and young people to join armed conflict is deprivation and poverty. Families who have been displaced by conflicts and who are lacking income, jobs, food, and other necessities for survival often encourage children to voluntarily join armed groups as a way to make ends meet in extreme circumstances. Employment in armed groups affords children the potential for a roof over their heads, food, and, to a lesser degree, protection from the war outside. The choice to fight therefore becomes a plea to change their position in society and improve their opportunities for growth and development – or rather, at least it is perceived that way. The reality when living and participating in armed groups is often far different.

But what if war hasn’t devastated a child’s home; why do they then still choose to conscript? An answer for this lies in the Middle East at the tip of the Arabian Peninsula, in Yemen. Yemen is a country whose civil war has been ongoing since 2014 and child soldiers have become an intrinsic part of the Houthi rebel group’s (and to a lesser extent government forces too) tactics. Since 2015, there have been nearly 4000 verified child soldiers active in the region[v] – with the actual unverified number expected to be much higher. The UN says that over 10,200 children have been killed or maimed in the war since its start nearly a decade ago which has pushed many others into the fighting. But what is most concerning, however, is the unusual socially prescribed relationship young men and boys have with guns.

Acquiring and owning weapons is engrained in Yemeni culture historically[vi] and the link between gun ownership and manliness is an intrinsic part of Yemeni tradition that has stood for hundreds of years. Even before guns, men used to carry curved daggers known as jambiya as a sign of strength and manhood. Firing guns in celebration of weddings, birthdays and more is common practice and a sign for rejoice among many. But whilst traditional tribal law prohibited the use of these weapons by and against women and children, these rules have been bent and broken over the last decade, especially with young boys.

The eternal pairing of weapons and manliness has resulted in the self-arming of many young boys who visualise their coming-of-age with fantastical ideas of guns and masculinity reinforced by a needless war that only provokes conscription to armed groups. For Yemeni boys, not having a gun would lower their status in social circles and limit their opportunities for development whilst transitioning into adult life. It is therefore as intrinsic a possession as the shoes on your feet and is why the country has such a prolific gun culture. There are an estimated 2 guns for every 1 person in the country with a population of roughly 23 million[vii]. Focussing the blame onto rebel groups, therefore, ignores the systemic problem that causes voluntary conscription in the first place and ignores an opportunity to challenge the issue at its roots.

The Dar Al-Salam Organisation: منظمة دار السلام (DASO) – or ‘House of Peace’ in English – is an indigenous Yemeni non-governmental organisation (NGO) focused on conflict resolution and disarming practices. The organisation has developed over 250 grassroots peace committees across the country working with over 4000 tribal leaders to conduct multiple youth peace-building workshops across the country. The workshops aim to promote the ethos of peaceful coexistence as an alternative to war[viii] to combat the doctrine of guns and manhood among the country’s young boys (and girls, although to a slightly lesser extent). The organisation also runs campaigns to stop youth conscription into violence to prevent further young people from involving themselves in the war.

But whilst campaigning and education on disarming practices are pivotal to the country’s fight against gun culture and child soldiers, the problem persists. As a result of the war, children experience issues of traumatisation and brutality as a common occurrence whilst also experiencing deprivation and poverty. All this pushes people to sign up to play more active roles in conflict – a position only reinforced by Yemen’s deeply enshrined hegemonic gun culture. This unfortunate cycle of adverse experiences only serves to push more young people into the midst of war and conflict. But despite now having a position to earn both economic and social capital, the experiences of children in these situations are far from improved.

Adverse Childhood Experiences (ACEs)

The experiences we have in our early life, particularly those in childhood, play a significant role in individual growth and development. Both our physical and mental health; our behaviour and emotions; and our ability to form meaningful attachments and relationships can be drastically altered and impacted by our situational experiences both as a child and in later life.

The concept of adverse childhood experiences or ACEs is central to a discussion about child soldiers. The concept defines and encompasses the potentially traumatic experiences that some children live with between the ages of 0-17. The term incorporates various experiences, including domestic abuse, neglect, witnessing and partaking in violence; substance misuse, mental health concerns and consistent instability in the home and the community[ix].

Whilst the impacts of ACEs are significant while young, people who experience ACEs in early life often suffer from the adverse effects of it in later life – particularly with their mental and physical health. People often suffer from an increased risk of certain health conditions in later life such as heart disease and cancer whilst also experiencing greater levels of mental health conditions such as depression and anxiety – of those people who are diagnosed with mental health conditions in adulthood, 1 in 3 have previously experienced ACEs[x]. ACEs are also linked to issues of toxic stress (both as a child and as an adult) which can have adverse effects on various aspects of a person’s life[xi], including a further risk to physical health.

Poverty is itself an ACE. Children living in poverty are already at greater risk of experiencing significant physical and mental health problems which negatively impact their well-being. Poverty brings with it a multitude of economic and social insecurities such as lacking the necessary resources to feed or clothe oneself efficiently, heat their home, or properly engage with wider social actors resulting from inefficient opportunities to socialise and social stigmas and labels of the poor. The effects of poverty on a child are devastating on their own but when combined with localised violence and crime, the impacts can be even greater.

Most importantly, children who experience a combination of ACEs and poverty can have their integral understanding of social interaction thwarted and often struggle to understand various emotions (both personally and when exhibited by others). This makes it extremely complicated to process thoughts and feelings both as a child experiencing ACEs and as an adult. Young people experiencing ACEs often, therefore, find it hard to form attachments with others. This can be the result of an unsafe home ensuing from neglect or abuse but can further translate into wider social interaction. When lacking attachment, people are known to struggle as we are inherently sociable creatures[xii] and this is a key contributing factor as to why some children voluntarily join militia groups or gangs. These collectives can provide children with the support and attachment missing from their lives growing up experiencing poverty, neglect, and various other ACEs in the home. If voluntary, joining an armed group like this can instil a sense of connection and attachment that is otherwise vacant in the lives of impoverished children[xiii]. However, the reality of life inside an armed group is far from this and often involves the experience of multiple other ACEs.

How do ACEs Affect a Child Soldier’s Development and Adult Life?

The ACEs that children experience whilst playing their role in warfare are proven to drastically impact their psychological and social development whilst young and leave long-lasting legacies on their mental and physical health as they grow up – some of which are gender specific.

Whilst acting as soldiers, children face various ACEs such as a loss of access to school and healthcare, poor access to food and suitable shelter, forced displacement, and separation from family[xiv]. They further witness and endure physical and sexual abuse. But the most traumatic ACE that affects children both as active and passive actors in armed conflict is witnessing, and partaking in, violence. Children in militia groups are routinely exposed to varying levels of death and injury in war. Some experiences come from the side-lines, acting as medics to injured peers, others come looking down the barrel of a gun on a battlefield. Regardless of how they may be experienced, witnessing such atrocities causes significant harm to children while still serving in armed groups and for a long period after adulthood.

The psychological distress of fighting in wars is well documented with various studies concluding a strong link between the violence experienced in combat and the diagnosis of multiple different mental health concerns such as depression, anxiety, and post-traumatic stress disorder (PTSD)[xv]. But how experiences of conflict operate in the psyche of children post-war is not as widely understood. Both adult soldiers coming home from combat tours and child soldiers in post-war situations experience psychological issues exhibited in sleep disturbances, eating disorders, aggressive behaviours, and a dramatic increase in suicidal behaviour maintained by high levels of toxic stress. Individuals are unable to turn off their body’s fight or flight response to previously experienced stressful situations and therefore exist in a constant state of stressful anxiety. This is particularly potent among children who have experienced multiple ACEs and is especially evident among ex-child soldiers.

For example, between 1991 and 2002, Sierra Leone experienced one of the worst civil conflicts in recent history that displaced over 75% of its population[xvi] resulting in both a poverty and refugee crisis. The conflict was notorious for the roles that children played throughout whether as combatants or in other positions. In 2021, the country had a Human Development Index (HDI) score of 0.477[xvii], placing it 181^stout of 191 countries published on the list; and whilst health professionals in the country are justifiably prioritising their focus on the country’s high rates of infant mortality, there has been a lack of attention paid to the fragile psychological state of the country’s ex-child soldiers who were active in the 90s.

Research by Theresa Betancourt, the leading expert on Sierra Leone’s child soldiers, found that ex-child recruits in the country are experiencing high levels of trauma since the conflict ended in 2002. Of those children who had joined armed groups, 63% had witnessed violent death; 62% had been beaten by armed forces; 39% had been forced to take drugs; and 27% had killed or injured others in war[xviii]. Experiencing these kinds of atrocities at a young age can impair the development of the prefrontal cortex which affects logical thinking and memory. This can contribute to a greater risk of suffering from depression and anxiety among war-exposed youths as they disassociate their feelings from their experiences and therefore struggle to logically tackle social encounters when the feelings resurface in later life. These, in turn, impact other areas of life such as finances, attachment and social interaction – especially when there are lasting stigmas attached to their actions whilst in service.

Multiple other external stressors influence how individuals behave post-conflict. Perceived stigmas from external actors play a massive role in how ex-child soldiers perceive themselves and measure their self-worth. It also limits their opportunities to socialise as other actors do not accept or accommodate them in a way that allows them to reintegrate into mainstream society. This can ultimately result in individuals retreating to the fringes of civilisation so as not to feel judged. But this reinforces their perceptions of themselves and how they feel society views them and amplifies the potential spiral of an individual’s mental health.

But despite the odds stacked against them, the rehabilitation and reintegration of child soldiers back into mainstream society is possible. Evidence suggests that despite the trauma many ex-child soldiers live with resulting from the numerous ACEs they have experienced, positive developmental outcomes are achievable if the right resources and support available[xix]. There is a multitude of humanitarian aid and support that incorporates holistic trauma-led approaches to helping children after wartime that can and do help children who have actively participated in conflicts.

The United Nations Mission in Sierra Leone set out a peacebuilding mandate that focussed on the demobilisation, disarmament, and reintegration of child soldiers’ post-civil conflict. The agency disarmed 75,000 ex-fighters, many of whom were children and in efforts to promote peace, alongside other UN agencies, set up numerous projects to provide jobs to thousands of unemployed youths rebuilding schools, medical centres and more[xx]. Most importantly, the projects provided a safe space overseen by UN peacekeepers where young children involved in fighting could reintegrate into wider society without the stresses or stigmas that may have otherwise been present if excluded.

More generally across the world, UNICEF, commissioned by the UN Special Representative of the Secretary-General for Children and Armed Conflict, provides psychological support during this transition period. They run courses on sensitisation and reconciliation efforts so that children can cognitively process what they have experienced and begin to live with the trauma they may possess.[xxi]. Furthermore, once children have completed these courses, some programmes attempt to reunite them with their families so that they can receive the love, support and attachment that is so desperately needed to promote stability and good mental well-being.

There are also many other NGOs acting to combat the impact of ACEs on ex-child soldiers. The Children and War Foundation is a non-profit organisation that helps children in communities that were previously affected by war. They have developed numerous study-proven interventions and support groups for ex-child soldiers to discuss their experiences and develop coping strategies in life after war. War Child is another agency that does similar work but also additionally runs multiple rehabilitation programmes for children suffering from drug addiction as a result of doping in armed militia groups that aim to reduce their reliance on using and instead focus on positive growth outcomes.

It must be noted that the rehabilitation of ex-child soldiers is highly gendered and whilst the above services are available for both genders, young women and girls face additional challenges when reintegrating back into wider society – especially when they have been victims of sexual abuse. 1 in 6 children in war zones are victims of sexual abuse; of that statistic, 98% are young women[xxii]. With a lack of state systems to report the crime, social stigmas, and the fear of retaliation by the perpetrator; young women can often feel extremely isolated when conflicts resolve and, like other ACEs, the impacts of the abuse can have long-lasting negative effects. UNICEF runs programmes the world over for child victims of sexual abuse. These include support for safe and accessible reporting, reliable medical support, and gender-based violence recovery sessions where both physical and mental well-being support is available for survivors living with the impacts of abuse and exploitation.

The Bigger Picture

What becomes clear is that condemning those who recruit child soldiers is not a complete solution. Children, in many instances, will fight voluntarily. And whilst in some cases this may be a desired position of status, such as for young men in Yemen; in many instances, the life of a child soldier is thrust upon its participant as a result of wider social processes. War itself alongside vulnerability, insecurity, deprivation, and poverty are all key push factors for the voluntary conscription of children into armed groups. When this is combined with the forceful nature of militia recruitment tactics, it produces a recipe for a cycle of abuse that will continue unless addressed as a whole.

The work that is being done by the UN and various other NGOs around the world to help ex-child soldiers confront the adverse experiences they encounter whilst fighting is pivotal to their rehabilitation and assimilation back into wider social practices. But if we are to prevent children from fighting in conflicts in the future, then we need to eradicate the root societal causes as well as address the post-conflict fallout whilst condemning and fighting the groups that recruit in the first place. But in a world order where ‘the original sin of humanity is its inability to live at peace’[xxiii]; will this ever be a plausible and encompassing solution?

[i] Singer, P.W. (2005). Children at War. Pantheon Books, New York.

[ii] Alvarez, J. (2020). Devshirme, the recruitment of Christian children by the Ottoman Empire to become soldiers and officials. LBV Magazine Cultural Independiente. Retrieved from: https://www.labrujulaverde.com/en/2020/08/devshirme-the-recruitment-of-christian-children-by-the-ottoman-empire-to-become-soldiers-and-officials/

[iii] University of Chicago. (2011). The Graphics of Revolution and War: Iranian Poster Arts Exhibition. University of Chicago Library, Chicago.

[iv] Mulroy, M. et al. (2020). Begin with the children. Child soldier numbers doubled in the Middle East in 2019. Middle East Institute. Retrieved from: https://www.mei.edu/publications/begin-children-child-soldier-numbers-doubled-middle-east-2019

[v] Nasser, A. (2023). Child Soldiers in Yemen: Cannon Fodder for an Unnecessary War. Arab Center Washington DC. Retrieved from: https://arabcenterdc.org/resource/child-soldiers-in-yemen-cannon-fodder-for-an-unnecessary-war/#:~:text=UNICEF%20reported%20at%20the%20end,have%20been%20recruited%20since%202015.

[vi] Root, T. (2013). Gun Control, Yemen-Style. The Atlantic. February, 12.

[vii] Abdullah, K. (2010). Yemen Gun Culture Harms Stability, Helps Militants. Reuters Online. Retrieved from: https://www.reuters.com/article/us-yemen-arms-idUSTRE6B73FJ20101208

[viii] Dar Al-Salam Org. (2023) Education for Peace project. منظمة دار السلام. Retrieved from: https://peace-yemen.org.ye/?p=12757

[ix] CDC. (2023). Fast Facts: Preventing Adverse Childhood Experiences. Centre for Disease Control and Prevention CDC. Retrieved from: https://www.cdc.gov/violenceprevention/aces/fastfact.html

[x] NHS. (2023). Adverse Childhood Experiences (ACEs) and Attachment. Manchester University NHS Foundation Trust. Manchester.

[xi] Center on the Developing Child. (2023). What are ACEs? And how do they relate to toxic stress? Harvard University. Boston. Retrieved from: https://harvardcenter.wpenginepowered.com/wp-content/uploads/2018/08/ACEsInfographic_080218.pdf

[xii] Young, S. (2008). The neurobiology of human social behaviour: an important but neglected topic. Journal of Psychiatry and Neuroscience. Sep; 33(5): p. 391-392.

[xiii] AACAP. (2017). Gangs and Children. American Academy of Child and Adolescent Psychiatry. Sep; 98. Retrieved from: https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-and-Gangs-098.aspx

[xiv] Betancourt, T, et al. (2020). Stigma and Acceptance of Sierra Leone’s Child Soldiers: A Prospective Longitudinal Study of Adult Mental Health and Social Functioning. Journal of the American Academy of Child and Adolescent Psychiatry. Vol. 59; No. 6: p. 715-726.

[xv] Applewhite, L., Arincorayan, D., Adams, B. (2016). Exploring the prevalence of adverse childhood experiences in soldiers seeking behavioural health care during combat deployment. Military Medicine, Vol. 181; No. 10: p. 1275–1280.

[xvi] Betancourt, T. et al. (2011). Sierra Leone’s Child Soldiers: War Exposures and Mental Health Problems by Gender. J Adolesc Health. Jul; 49(1): p. 21-28.

[xvii] UNDP. (2021). Human Development Index: Explore HDI. UNDP Human Development Reports. Retrieved from: https://hdr.undp.org/data-center/human-development-index#/indicies/HDI

[xviii] Harvard T.H. Chan (2011). Life after death: Helping former child soldiers become whole again. Harvard School of Public Health. Retrieved from: https://www.hsph.harvard.edu/news/magazine/child-soldiers-betancourt/

[xix] Betancourt, T, et al. (2020). Stigma and Acceptance of Sierra Leone’s Child Soldiers: A Prospective Longitudinal Study of Adult Mental Health and Social Functioning. Journal of the American Academy of Child and Adolescent Psychiatry. Vol. 59; No. 6: p. 715-726.

[xx] UNAMSIL (2005). Sierra Leone – United Nations Mission in Sierra Leone – Background. UN Department of Peacekeeping Operations. Retrieved from: https://peacekeeping.un.org/mission/past/unamsil/background.html

[xxi] Office of the Special Representative of the Secretary General for Children and Armed Conflict. (2023). Questions and Answers on the Recruitment and Use of Child Soldiers. UN. Retrieved from: https://childrenandarmedconflict.un.org/2023/02/questions-and-answers-on-the-recruitment-and-use-of-child-soldiers2/

[xxii] Fairfield, C. (2021). One in Six Children Living in Conflict Zones at Risk of Sexual Violence by Armed Groups. Save the Children. Retrieved from: https://www.savethechildren.org/us/about-us/media-and-news/2021-press-releases/one-in-six-children-in-conflict-zones-at-risk-of-sexual-violence

[xxiii] Singer, P.W. (2006). The New Faces of War. American Educator, Winter 2005-2006.

Helen Little In Programmes

Street Children With Disabilities: Poor Health and Violence

young boy looking scared, hiding between some wooden planks.

Impacts Of Living with Disability As A Street Child: Poor Health & Violence

Living on the street

Some street children are forced to live and fend for themselves with no adults to care for them. This can be due to illness, exclusion or humanitarian crisis (1). For example, the HIV pandemic and ongoing war in many countries has left many children orphaned (1). This has forced more on to the streets (1). Others still have families to return home to at night but work on the street to contribute to their family’s income (2). Regardless, street children are more likely to be affected by disability due to poor health and violence (1). Disability also makes children more vulnerable to illness and violence. Many children with pre-existing disabilities often end up on the street due to discrimination and rejection from their communities (3).

Poor health in street children

Children living with disability are at greater risk of illness, which can be partly due to difficulties in accessing health services (4). For example, children with disabilities commonly receive fewer essential vaccinations and basic healthcare (5). Similarly, the poor health and illness suffered by street children is often as a result of poverty and limited access to healthcare (7). This suggests that also living with disability exacerbates the poor health experienced by street children. Almost all street children experience health problems, relating to growth, violence and infectious diseases along with mental illness and substance abuse (8). In addition, a study carried out in Alexandria in Egypt found that 83% of street children were malnourished (9). This is not surprising, but it highlights how the health of almost all street children can be affected by poverty.

Street children also suffer from disproportionately high levels of HIV / AIDs, overlapping with other groups affected by HIV, including intravenous drug users (10;11). As a result, there have been specific targets of HIV/AIDs interventions towards street children. While these have been effective, further progress will better protect street children and those with disability from illness. Railway Children is an organisation which works at three levels to better support all street children (12). They work at street level and community level to work with people directly and also at government level to influence policy for better protection of street children (12).

Abuse and violence in street children

Both street children and children with disabilities are more susceptible to violence (5). Studies carried out in Cairo and Alexandria in Egypt found that as much as 93% of street children had experienced harassment and abuse (11). Most of this abuse was by police and other street children (11). In addition, research shows that children with disabilities are as much as three times more at risk of violence than non-disabled children (5). Exclusion and sometimes a lack of care can leave them more vulnerable to harm, where they viewed as ‘easier targets’ (5).

Improving the health of street children with disabilities

It has been suggested that the creation of safe shelters could help improve poor health (8). These would be very helpful in providing safe spaces for street children and those with disability, which would limit their risk of harm (8). However, beyond support by charities and other non-governmental organisations, there is a need to introduce new policies which better protect street children (8).

Chance for Childhood works with KUAP to support street children and street children with disabilities, in Kisumu, Kenya (13). Unfortunately, COVID-19 forced them to pause much of their work. In response, remote counselling had been arranged for some of the children (13). However, KUAP has also continued to supply food packages to 60 local families with children struggling with dysphagia. This programme has been essential in helping to improve the health of street children and those with disabilities. KUAP also tries to reunite street children with their families. (13).

There are some positive steps in place to improve the poor health of street children with disabilities. However, more help is urgently needed, which is why here at Poverty Child we are dedicated to supporting street-connected children. We would be grateful for any donations. If you wish please donate to Poverty Child.

References

1. Child S. The Facts about Street Children | Consortium for Street Children [Internet]. Consortium for Street Children. 2021 [cited 24 August 2021]. Available from: https://www.streetchildren.org/about-street-children/

2. On International Day of Persons with Disabilities we Advocate for Inclusive Education — Street Child [Internet]. Street Child. 2019 [cited 24 August 2021]. Available from: https://www.street-child.co.uk/blog/2019/12/4/on-international-day-of-persons-with-disabilities-we-advocate-inclusive-education

3. Our work / Toybox [Internet]. Toybox.org.uk. [cited 24 August 2021]. Available from: https://toybox.org.uk/our-work

4. Kuper H, Monteath-van Dok A, Wing K, Danquah L, Evans J, Zuurmond M et al. The Impact of Disability on the Lives of Children; Cross-Sectional Data Including 8,900 Children with Disabilities and 898,834 Children without Disabilities across 30 Countries. PLoS ONE [Internet]. 2014 [cited 24 August 2021];9(9):e107300. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4159292/

5. World Health Organization & United Nations Children’s Fund (‎UNICEF)‎. (‎2012)‎. Early childhood development and disability: a discussion paper. World Health Organization. https://apps.who.int/iris/handle/10665/75355

6. Panter‐brick C. Homelessness, poverty, and risks to health: beyond at risk categorizations of street children1. Children’s Geographies [Internet]. 2004 [cited 25 August 2021];2(1):83-94. Available from: https://www.tandfonline.com/doi/full/10.1080/1473328032000168787?casa_token=IrddfS6UXfoAAAAA%3AR_P9f01XM_z57spnmwwr9dOShWSZ33cpaFX98fy6UXBNkmOpVXvdkhqupQhPAM-m_PAhOhpH84VVlA

7. Cumber S, Tsoka-Gwegweni J. The health profile of street children in Africa: a literature review. Journal of Public Health in Africa [Internet]. 2015 [cited 25 August 2021];. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5349275/

8. Cumber S, Tsoka-Gwegweni J. The health profile of street children in Africa: a literature review. Journal of Public Health in Africa [Internet]. 2015 [cited 25 August 2021];. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5349275/

9. Salem E, el-latif F. Sociodemographic characteristics of street children in Alexandria. East Mediterranean Health Journal [Internet]. 2002 [cited 25 August 2021];8(1):64-73. Available from: https://pubmed.ncbi.nlm.nih.gov/15330562/

10. Marshall B, Kerr T, Shoveller J, Montaner J, Wood E. Structural factors associated with an increased risk of HIV and sexually transmitted infection transmission among street-involved youth. BMC Public Health [Internet]. 2009 [cited 25 August 2021];9(1). Available from: https://pubmed.ncbi.nlm.nih.gov/19134203/

11. Nada K, Suliman E. Violence, abuse, alcohol and drug use, and sexual behaviors in street children of Greater Cairo and Alexandria, Egypt. AIDS [Internet]. 2010 [cited 25 August 2021];24(Suppl 2):S39-S44. Available from: https://journals.lww.com/aidsonline/Fulltext/2010/07002/Violence,_abuse,_alcohol_and_drug_use,_and_sexual.5.aspx

12. Fighting for Street Children [Internet]. Railwaychildren.org.uk. [cited 25 August 2021]. Available from: https://www.railwaychildren.org.uk/

13. How we’re supporting vulnerable children during Coronavirus | Chance for Childhood – Children’s charity [Internet]. Chance for Childhood. 2020 [cited 25 August 2021]. Available from: https://chanceforchildhood.org/latest-news/how-were-supporting-vulnerable-children-during-coronavirus/

Amy Kerr In Programmes

Girls’ education

Every child should be afforded the opportunity to attend school and learn the fundamental skills required in life. Education allows children to grow and develop important knowledge in order to strive and succeed in their future lives. Whether a child should have access to this should not be based on his or her gender. Nevertheless, for children living in poverty, it is mostly girls who are deprived of this which leads to gender inequality. According to UNICEF, around the world, 129 million girls are not in school. This includes 32 million girls of primary school age, 30 million girls of lower-secondary school age and 67 million girls of upper-secondary school age.[1] Statistics show that only 49% of countries have an equal number of boys and girls in primary education and this percentage lowers at secondary school level with only 42% of countries having an equal number of boys and girls in lower-secondary education and 24% in upper-secondary education.

In this article, we will firstly look at the reasons as to why girls are prevented from accessing education in many countries worldwide. We will then consider why it is crucial that girls can access education. Lastly, we will explore some of the projects and initiatives set up by charities which aim to help girls access education.

Barriers preventing girls’ education

Poverty

Poverty is one of the main drivers behind girls’ lack of education in many countries around the world. According to the World Bank Group, girls who belong to a family with little income, live in remote locations, have a disability or who are part of a minority ethno-linguistic group are the most behind in terms of accessing and completing education.[2] Families with little income often do not have the money to pay for schools and costs related to schooling such as textbooks, uniforms, transportation and supplies.[3] Therefore, if there are multiple children in a family, boys are usually favoured when it comes to education and girls are asked to help around the house and look after siblings or family members.[4]

Child marriage

Sadly, poverty also results in child marriage which is another reason as to why girls lack education. As stated by Dolores Dixon, Executive Director for Camfed in Canada, “parents who can afford it would not necessarily hold back their children from going to school but if you can’t afford it you will then have to make a choice…they feel [marriage] is the best option within the limited options”.[5] Girls who marry at a young age are less likely to attend school and are more likely to complete less years of education and have children at a young age. The World Bank Group has reported that girls who have been in secondary education are up to six times less likely to marry as girls who have not been educated.[6]

Violence

Girls are often subjected to violence on their way to school and also within schools which prevents them from attending school and dropping out. ActionAid has reported that in the Upper West region of Ghana, girls have to walk long distances to school. More than 50 girls a year are abducted and subjected to sexual violence or sexual exploitation on their way to school.[7] Girls are mostly in danger during the rainy season where attackers hide in the long grass waiting for girls on their way to school.[8]

Girls also face gender-based violence within schools which significantly impacts their physical and mental health and consequently leads to them dropping out of schools. Studies have shown that many schools lack facilities which make them safe such as perimeter fences and well-lit pathways.[9] Nora Fyles, Head of Secretariat for UN Girls’ Education Initiative has stated that “[girls] don’t think about learning when they’re trying to figure out what the next exit is or whether they can go to the toilet and be safe”.[10]

Gender biases in schools

Many practices and facilities within schools are discriminatory towards girls which also results in girls not being able to attend school or dropping out. A lot of schools do not have water, sanitation or hygiene facilities which accommodate girls, for example separate toilets for boys and girls.[11] Marni Sommer, Associate Professor in Sociomedical Sciences at Columbia University, has noted that “[t]here is shame, there’s embarrassment…I’ve been in countries where girls thought if they told anybody [they were menstruating] they’d die”.[12]

Furthermore, in a lot of countries, teaching methods, practices and syllabuses are not gender-neutral which results in gender biases and stereotypes against girls and women.[13] A lot of the time, teachers have not been told how to respond to gender-based violence in schools and do not know how to help girls with issues they have. This leads to girls not feeling comfortable, safe or secure within schools.

Reasons as to why education is important

Breaks poverty cycle

There are several reasons as to why it is as important for girls to access and complete education. Firstly, if girls are educated, they are more likely to attain better paid jobs and earn more money which helps to break the poverty cycle. This in turn creates additional opportunities for girls and women and can contribute to economic growth. According to the Malala Fund, more women in work can add up to $12 trillion to the global economy.[14]

Furthermore, educating girls provides them with core skills which allows them to take up more complex leadership roles such as in politics. This helps them to create effective change, participate in decisions affecting their families and communities, and advocate for future policies.[15] It also reduces the gender gap within jobs and allows everyone to be entitled to the same opportunities.[16]

Reduces child marriage and improves the health of girls

Allowing girls to access education also means that they are less likely to marry at a young age and drop out of school. ActionAid has reported that in 18 out of 20 countries with the highest rates of child marriage, girls who are not in schools are up to six times more likely to marry young than girls who have been educated at secondary level.[17] Educating girls means that they have more control over their lives and will be less likely to suffer from domestic violence.[18]

Additionally, girls who stay in schools are less likely to become pregnant or give birth at a young age which decreases infant and maternal mortality rates.[19] Research has shown that in sub-Saharan Africa, the birth rate among girls who have been educated at secondary level is four times less than girls who have not been educated.[20] Furthermore, well-educated girls are less at risk of contracting HIV and are more likely to utilise methods to prevent diseases such as malaria, for example, by using bed nets.[21]

Helps to prepare for natural disasters

Studies have shown that educating girls is also useful for climate change and preparing for natural disasters. Brookings Institution has reported that girls who are secondary level educated are the most cost-effective and most effective investment against climate change.[22] They have knowledge about how to cope when there is a natural disaster or when there is severe weather due to climate change and as a result, less deaths or injuries occur within families and communities.[23]

Ways to help girls access education

One of the UN’s Sustainable Development Goals is to ‘[e]nsure inclusive and equitable quality education and promote lifelong learning opportunities for all’ by 2030.[24] However, there is a lot to be done in order to reduce gender inequality in schools and allow more girls to access education around the world. Many charities have set up projects and initiatives and some of these are outlined below.

Helping girls get to school safely

As mentioned previously in the article, girls are often at risk of being abducted and are subjected to sexual violence or sexual exploitation whilst making their way to school. Therefore, it is crucial that there are plans to help girls get to school safely. ActionAid have implemented an initiative where they provide bikes to girls which shortens the long and dangerous route to school and means that girls do not have to leave very early in the morning when it is still dark outside.[25]

Eliminating gender inequality in schools

It is also important to remove gender inequality and stereotypes within schools. UNICEF is carrying out work whereby they aim to help governments implement gender-responsive budgets and impose national education policies and plans which promote gender equality. UNICEF is also developing secondary education initiatives which aim to remove discriminatory practices and look at menstrual hygiene practices in schools.[26]

Sponsoring a child

Through many charities such as ActionAid or World Vision Canada you can sponsor a child which helps to tackle poverty and ensures everyone obtains an education.[27] Sponsoring a child can help provide basic necessities to families in poverty. It can also help to pay for school fees, equipment and materials associated with schooling such as textbooks. Additionally, it can help to pay for a school building in the place where the child lives. ActionAid has successful changed girls’ lives in Zanzibar. It has been reported that through sponsorship, a school, nursery and hospital were built and children now have somewhere they can go.[28]

Conclusion

Overall, it is clear that both boys and girls should have the right to education and equal opportunities in life, however, in many countries, girls are prevented from being educated which leads to gender inequality. Barriers include poverty, child marriage, violence and gender biases in schools. Educating girls helps to break the poverty cycle, reduces the number of child marriages and improves the health of girls, and it helps families and communities prepare for natural disasters and climate change. Several charities around the world have implemented initiatives and projects which aim to improve girls’ education. Nevertheless, more work needs to be done in local communities in order for the gender gap in education to be eliminated altogether.

[1]UNICEF, ‘Girls’ education’ <https://www.unicef.org/education/girls-education> accessed 30 September 2021

[2]World Bank Group, ‘Girls’ Education’ <https://www.worldbank.org/en/topic/girlseducation#1> accessed 30 September 2021

[3]ibid

[4]ibid

[5]Laura Paddison, ‘Educating girls: the key to tackling global poverty’ The Guardian (04 October 2017)

[6]World Bank Group ‘Girls’ Education’ (n 2)

[7]ActionAid, ‘Girls’ Education’< https://www.actionaid.org.uk/our-work/womens-rights/girls-education> accessed 30 September 2021

[8]ibid

[9]World Bank Group ‘Girls’ Education’ (n 2)

[10]Laura Paddison, ‘Educating girls: the key to tackling global poverty’ (n 5)

[11]World Bank Group ‘Girls’ Education’ (n 2)

[12]Laura Paddison, ‘Educating girls: the key to tackling global poverty’ (n 5)

[13]UNICEF, ‘Girls’ education’ (n 1)

[14]Malala Fund, ‘Girls’ education’ <https://malala.org/girls-education?sc=header> accessed 30 September 2021

[15]ActionAid, ‘Girls’ Education’ (n 7)

[16]UNICEF, ‘Girls’ education’ (n 1)

[17]ActionAid, ‘Girls’ Education’ (n 7)

[18]Theirworld, ‘Girls’ education’ <https://theirworld.org/explainers/girls-education> accessed 30 September 2021

[19]ActionAid, ‘Girls’ Education’ (n 7)

[20]Theirworld, ‘Girls’ education’ (n 18)

[21]ibid

[22]Malala Fund, ‘Girls’ education’ (n 14)

[23]Theirworld, ‘Girls’ education’ (n 18)

[24]United Nations Department of Economic and Social Affairs, Sustainable Development <https://sdgs.un.org/goals/goal4> accessed 30 September 2021

[25]ActionAid, ‘Girls’ Education’ (n 7)

[26]Leah Rodriguez, ‘7 Obstacles to Girls’ Education and How to Overcome Them’ Global Citizen (24 September 2019)

[27]ActionAid, ‘Girls’ Education’ (n 7) and World Vision Canada, ‘Girls’ education: facts and how to help’ <https://www.worldvision.ca/stories/education/girls-education-facts-and-how-to-help> accessed 30 September 2021

[28]ActionAid, ‘Girls’ Education’ (n 7)

Helen Little In Programmes

Street Children With Disabilities: Education

Picture of a classroom in a developing country, filled with students

Impacts of living with disability as a street child

School as a street child

Street children are rarely enrolled in formal education. They are often excluded from normal classrooms, which can make learning more difficult. Instead, those who are in education tend to use local programmes with teaching that is better tailored to the needs of street children (1). This includes time for children to work to support themselves or their families (1). These programmes have been vital in supporting street children as education is often essential for them to survive extreme poverty (2).

Regardless of the school system, it is common for street children to face many difficulties with education due to poverty, discrimination and difficulty getting to school. Like street children, it is also common for children living with disability to experience discrimination, bullying and isolation while at school (1;3). Due to the discrimination already experienced by street children in education, it is easy to imagine how street children also impacted by disability can find education even more challenging, whether in formal education or in street-connected programmes. Therefore, street children living with disability often experience even more hardship at school (4).

Lack of resources for street children with disabilities

Particularly in low-income areas, school budgets cannot afford for funds to be directed towards the needs of special needs children (3). For example, classrooms are often too noisy for children with hearing difficulties to learn and those with visual and physical disabilities cannot be given the support they need for them to manage their impairments at school (2). Therefore, programmes aiming to improve the inclusion of street children in education, whether that be formal or those tailored for street children, are very important. Education is suggested to be the single most effective way for a street child to thrive (2). Furthermore, if on their own, being out of school can force a street child to fend for themselves all day and all night.

What can be done to help

Mobile schools and financial help

Some projects aim to provide a school format for street children which allows time for work, due to many also needing to work on the streets to support themselves and potentially their families (1). For example, the Mobile School NPO created by the CSC Network helps to support street children by delivering teaching in remote areas. This allows them to learn in an open and accessible environment.

Another benefit of programmes like the Mobile School is that they are scalable. In addition, Street Child’s ‘Family Business for Education’ model has made progress in tackling the social and financial barriers experienced by street children and children with disabilities (5). Through this programme, families receive training in developing and saving a stable income, which helps them send their children to school. ‘Family Business for Education’ has been extremely successful by helping more than 50,000 children attend school. Education is vital in helping street children move out of poverty, allowing them to live healthier adult lives (1).

Promoting inclusion of street children with disabilities

Non-governmental organisations (NGOs) are continuing to develop interventions which are inclusive of street children. Street Child is keen to make education more accessible and inclusive for those living with disability (5). They are continuing to train teachers to promote an inclusive environment which is supportive of their students (5)

Similarly, Chance for Childhood has worked with partners via Comic Relief in Western Kenya, to improve the quality and accessibility of education for street children with additional needs (6). This project is called ‘LEAP’ and one of its main objectives is to promote the inclusion of street children with disabilities. ‘LEAP’ workers believe that children living with disability should be included in formal school, rather than enrolled into separate education (6). They feel that this inclusion is essential to tackle the negative attitudes towards street children and disability. It can be challenging to bring these children back into mainstream education as they can have specific needs. However, with particular support it is possible (6).

Specialist education programmes

The view of ‘LEAP’ is important. However, not all projects aim to re-introduce street children to mainstream education. It is sometimes necessary for street children to have access to an alternative school format as some feel that formal education is not a priority (1;7). Therefore, it is important to communicate with children about their needs. Tailored programmes may suit some street children better. However, further projects which focus on the needs of street children with disabilities as an individual group are needed within schools. If we continue to tackle the stigma surrounding these children, we can hope to improve their education, whether in tailored education or formal school (1;7).

References

Clark J. Realising street children’s right to education | CSC [Internet]. Consortium for Street Children. 2019 [cited 25 August 2021]. Available from: https://www.streetchildren.org/news-and-updates/realising-street-childrens-right-to-education/#_edn1
On International Day of Persons with Disabilities we Advocate for Inclusive Education — Street Child [Internet]. Street Child. 2019 [cited 24 August 2021]. Available from: https://www.street-child.co.uk/blog/2019/12/4/on-international-day-of-persons-with-disabilities-we-advocate-inclusive-education
Mizunoya S, Mitra S, Yamasaki I. Towards Inclusive Education The impact of disability on school attendance in developing countries, Innocenti Working Paper 2016-03 [Internet]. UNICEF, office of research; 2016. Available from: https://www.unicef-irc.org/publications/pdf/IWP3%20-%20Towards%20Inclusive%20Education.pdf

Weimert F. Discrimination is the biggest obstacle to education for children with disabilities — Street Child Switzerland [Internet]. Street Child Switzerland. 2018 [cited 5 May 2021]. Available from: https://www.street-child.ch/news/discrimination-education-children-with-disabilities
Nepal — Street Child [Internet]. Street Child. 2021 [cited 25 August 2021]. Available from: https://www.street-child.co.uk/nepal
LEAP from the Street – Learning, Educating And Protecting: Our new education project for street children in Kisumu, Kenya. | Chance for Childhood – Children’s charity [Internet]. Chance for Childhood. 2016 [cited 25 August 2021]. Available from: https://chanceforchildhood.org/latest-news/leap-street-learning-educating-protecting-new-education-project-street-children-kisumu-kenya/
Turgut N. The protection and promotion of human rights for street connected children: legal, policy and practical strategies for change [Internet]. Consortium for Street Children; 2017. Available from: https://www.streetchildren.org/wp-content/uploads/gravity_forms/1-07fc61ac163e50acc82d83eee9ebb5c2/2017/04/CSC_Briefing-Paper_March-2017_FINAL-Hi-res_No-crops.pdf

Helen Little In Programmes

Street Children With Disabilities: Discrimination

two young boys running in muddy clothes, smiling at the camera.

Impacts Of Living with Disability As A Street Child

Ableism – discrimination against disability

The negative treatment of people living with disabilities is known as ableism (1). Sadly, this is experienced by almost all people living with disability at some point in their lives. People living in financial difficulty or poverty experience greater levels of disability-related stigma (2). The level of discrimination can also depend on an individual’s type of impairment (2). For example, children with intellectual disabilities often experience greater levels of exclusion than those with physical disability (2).

Amar, a 17-year old boy from Yemen was interviewed for a study on disability and poverty (3). He is deaf and uses sign language to communicate. He explained that he is made to feel uncomfortable when he uses sign language on the street (3). People often stare at him. This is not uncommon and sadly many other children with disability share his experience (4). It is also common for parents of children with disability to be made to feel like outsiders within their own communities (5). There is evidence that this also contributes to their rejection from jobs (5). This can have a further negative effect on a child’s health, with some feeling like they will only be further mistreated if they try to seek help from healthcare professionals (3).

Education as a street child with disability

The discrimination and judgement experienced by children often adds to the difficulties street children have with school (6). For example, according to Street Child, almost half of the children interviewed felt that discrimination was their main barrier to attending school (7). As children also experience discrimination due to disability, street children with disability can have a very difficult time trying to fit in. They can experience discrimination due to both factors, where already belonging to another disadvantaged group can make a child feel even more marginalised (8).

Tackling discrimination against street children and disability

The discrimination faced by street children urgently needs addressed, as negative attitudes prevent many from seeking help. This prevents many from receiving care when they need it (3).

Although it may be that attending specialised education for street children would result in less isolation, some projects such as ‘LEAP’ feel that it is important to include them in mainstream education. They also work to strengthen the systems which protect street and disabled children (9). This project is run by Chance for Childhood through partners in Western Kenya. They aim to improve education for street children and those living with disability (9).

In addition, organisations including Street Girls Aid are working to improve education, nutrition and the safety of street-connected children (10). In partnership with Chance for Childhood, this has helped many children like Ebo, a boy called from Accra who at 18 months old could no longer walk due to malnutrition. Through support by Street Girls Aid, Ebo and his mother were given the support they needed to improve Ebo’s health, and with time Ebo could not only walk again but he also joins in with singing and dancing with other children in his community (10). This is just one example of the good work improving the health of street children.

Impacts of disability on health, education and discrimination in street children

Overall, it is very likely that living with disability as a street child exacerbates the difficulties experienced by street children. They often suffer from poverty and poorer health, worse education and greater discrimination than non-disabled children and those not living on the street (11; 12; 13). However, organisations have together made some excellent steps towards better inclusion and protection of disabled street children. We hope to have highlighted their significance, while there are also many other interventions doing great work. Overall, the articles in this series aim to raise the awareness of the various disabilities and difficulties experienced by disabled street children. This group is often overlooked and therefore need our continued support (14). If interested in the other articles in this series, or indeed any of our other blog updates.

References

Definition of ABLEISM [Internet]. Merriam-webster.com. 2021 [cited 24 August 2021]. Available from: https://www.merriam-webster.com/dictionary/ableism
UK Department for International Development and other Government departments. Disability stigma in developing countries. K4D helpdesk service, Institute of Development Studies; 2018.
Eid A, Ingstad B. Disability and Poverty: A Global Challenge. Bristol; 2011.
Kuper H, Monteath-van Dok A, Wing K, Danquah L, Evans J, Zuurmond M et al. The Impact of Disability on the Lives of Children; Cross-Sectional Data Including 8,900 Children with Disabilities and 898,834 Children without Disabilities across 30 Countries. PLoS ONE [Internet]. 2014 [cited 24 August 2021];9(9):e107300. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4159292/
Rohwerder, B. (2018) Disability Stigma in Developing Countries. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies.
Weimert F. Discrimination is the biggest obstacle to education for children with disabilities — Street Child Switzerland [Internet]. Street Child Switzerland. 2018 [cited 5 May 2021]. Available from: https://www.street-child.ch/news/discrimination-education-children-with-disabilities
Weimert F. Discrimination is the biggest obstacle to education for children with disabilities — Street Child Switzerland [Internet]. Street Child Switzerland. 2018 [cited 24 August 2021]. Available from: https://www.street-child.ch/news/discrimination-education-children-with-disabilities
Children with disabilities [Internet]. Unicef.org. 2021 [cited 25 August 2021]. Available from: https://www.unicef.org/eca/children-disabilities
LEAP from the Street – Learning, Educating And Protecting: Our new education project for street children in Kisumu, Kenya. | Chance for Childhood – Children’s charity [Internet]. Chance for Childhood. 2016 [cited 25 August 2021]. Available from: https://chanceforchildhood.org/latest-news/leap-street-learning-educating-protecting-new-education-project-street-children-kisumu-kenya/
The streets are stealing children’s futures | Chance for Childhood – Children’s charity [Internet]. Chance for Childhood. [cited 25 August 2021]. Available from: https://chanceforchildhood.org/our-work/children-on-the-streets/
Kuper H, Monteath-van Dok A, Wing K, Danquah L, Evans J, Zuurmond M et al. The Impact of Disability on the Lives of Children; Cross-Sectional Data Including 8,900 Children with Disabilities and 898,834 Children without Disabilities across 30 Countries. PLoS ONE [Internet]. 2014 [cited 24 August 2021];9(9):e107300. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4159292/
Clark J. Realising street children’s right to education | CSC [Internet]. Consortium for Street Children. 2019 [cited 25 August 2021]. Available from: https://www.streetchildren.org/news-and-updates/realising-street-childrens-right-to-education/#_edn1
Weimert F. Discrimination is the biggest obstacle to education for children with disabilities — Street Child Switzerland [Internet]. Street Child Switzerland. 2018 [cited 5 May 2021]. Available from: https://www.street-child.ch/news/discrimination-education-children-with-disabilities
Our work / Toybox [Internet]. Toybox.org.uk. [cited 26 August 2021]. Available from: https://toybox.org.uk/our-work

Amy Kerr In Programmes

Child Marriage

Marriage is a formally recognised legal union between two people in a relationship. However, many girls around the world are subject to marriage against their will at a very young age. Child marriage occurs where at least one party to the marriage is under 18 years old. It is a type of forced marriage as one party does not freely consent to the marriage and may be coerced into marrying^[1]. Child marriage is a practice which disproportionality affects girls more than boys with one in five girls being married before they reach the age of 18 compared to one in thirty boys^[2]. It is often the result of gender inequality.

According to UNICEF, the number of child marriages has decreased globally from one in four girls marrying almost ten years ago to around one in five girls marrying today^[3]. Nevertheless, the practice is still a global issue which is prevalent in many areas around the world. If it continues, by 2030, almost one billion girls will be subject to marriage at a young age^[4].

In this article, we will firstly look at child marriage in the context of human rights and will consider where the practice remains predominate in the world. We will then explore the main drivers behind child marriage. Next, we will discuss the negative consequences of child marriage on girls today. Lastly, we will examine what may help to eradicate the practice globally.

Child marriage and human rights

Treaties and conventions

Child marriage is a practice which significantly violates a person’s human rights. The Universal Declaration of Human Rights, which paved the way for subsequent human rights treaties, was adopted in 1948 and states in Article 16 that ‘[m]arriage shall be entered into only with the free and full consent of the intending spouses.’ This was later reinforced in Article 1 of the Convention on Consent to Marriage, Minimum Age for Marriage and Registration of Marriages which came into force in 1964.

In 1979 the Convention on the Elimination of All Forms of Discrimination against Women was adopted and according to Article 16, men and women have the same right to marriage. They also have ‘the same right freely to choose a spouse and to enter into marriage only with their free and full consent’. Article 16 goes on to state that ‘[t]he betrothal and the marriage of a child shall have no legal effect, and all necessary action, including legislation, shall be taken to specify a minimum age for marriage….’ Thus, it is clear that pressurising girls to marry against their will at a young age breaches the rights set out in these international treaties and conventions.

The United Nations Convention on the Rights of the Child

The United Nations Convention on the Rights of the Child, which is the main international treaty concerning children’s rights, does not specifically address child marriage. However, other rights contained within this Convention are linked to the practice. These include the right to freedom of expression (Article 13) and protection from violence and abuse (Article 19).

Resolutions and goals

Over a number of years, the United Nations has adopted many resolutions aimed at tackling the problem of child marriage. In 2013, the United Nations Human Rights Council adopted a resolution entitled ‘[s]trengthening efforts to prevent and eliminate child, early and forced marriage: challenges, achievements, best practices and implementation gaps’^[5] and the United Nations Department of Economic and Social Affairs has set the goal of eliminating all ‘harmful practices, such as child, early and forced marriage and female genital mutilation’ as one its seventeen Sustainable Development Goals^[6].

Where is the practice prevalent?

Despite being a human rights violation, the practice still takes place in no less than 117 countries around the world^[7]. According to UNICEF, the highest rate of child marriage is in sub-Saharan Africa where 35% of girls are subject to marriage before the age of 18. South Asia follows this where 30% of girls are subject to marriage before the age of 18. Other countries where the practice remains prevalent include Latin America and Caribbean (24%); the Middle East and North Africa (17%) and Eastern Europe and Central Asia (12%)^[8].

The reasons behind child marriage

Female child poverty

Poverty is one of the main causes of child marriage globally. Girls residing in poorer families are twice as likely to be subject to marriage before they reach the age of 18 than girls residing in better-off families^[9]. Girls are often seen as placing an economic burden upon families and are regarded as expensive to educate, feed and clothe^[10]. Therefore, families, and sometimes the girls themselves, regard marriage as a way of becoming financially secure and escaping poverty^[11]. Due to the significant issue of gender inequality which is prevalent in many countries, girls often lack education and are dependent upon men economically. Accordingly, they may regard marriage as the only way to become financially better-off.

Dowries and ‘bride prices’

Additionally, often a girl’s family pay a dowry to the groom’s family. Normally, the younger the bride, the smaller the dowry. This is an incentive for families to subject their daughters to marriage at a young age^[12]. Similarly, in situations where a groom’s family pays the bride’s family a ‘bride price’, families suffering from economic hardship may choose to marry their daughter at a young age in return for an economic profit^[13]. Sadly, due to COVID-19, there has been many school closures and the pandemic has had a significant economic impact on many families and communities. Consequently, many more girls are at risk of the practice^[14].

Social and cultural norms

The most significant driver of child marriage is poverty, however, the practice also occurs due to social and cultural rules. Child marriage is a ‘norm’ in many communities and if families do not coincide with the practice, their own communities may regard them as outsiders or exclude them^[15]. Therefore, many parents marry their daughters young to gain social status. Furthermore, due to widespread patriarchal systems, women are often subservient to men. In certain countries, girls who have relationships outside marriage or fall pregnant before marriage bring disgrace and shame to their families. Therefore, parents may decide to marry their daughters at a young age to protect them and their family’s social position within communities^[16].

Negative effects and consequences

Social and mental health problems

The practice has many negative consequences on the lives of girls around the world socially, mentally and physically. Girls who marry at a young age no longer attend school and this therefore hinders their access to education^[17]. Furthermore, the practice has a significant impact on the mental health of many girls. When girls marry at a young age, they have to move in with their husband’s family and the husband’s family home may be in a different town. Thus, girls may no longer be able to maintain social connections with people outside their new families. Additionally, due to the dowry paid, a girl’s husband may be older than her. Accordingly, she may not share the same interests as her husband. Once married, girls may also have children. Consequently, they lose their adolescence, freedom to play and make friends which can result in isolation and depression^[18].

Physical health problems

Furthermore, girls face many physical health problems as a result of the practice. Many families believe that marrying their daughters at a young age protects them from sexually transmitted infections. However, this is not necessarily true. Research has shown that in Kenya, girls who are married are 50% more likely to have HIV than girls who are not married^[19] and in Zambia, this is 59%^[20]. Furthermore, girls who are subject to marriage at a young age are often not ready to have sexual intercourse or reproduce^[21]. Statistics have shown that girls who are aged between 10 and 14 are five to seven times more likely to pass away during childbirth and girls aged between 15 and 19 are twice as likely to pass away during childbirth^[22].

Additionally, young girls often face prolonged childbirth resulting in obstetric fistula. Commentators have stated that girls who have suffered from obstetric fistula experience incontinence, shame and other health issues^[23]. Alarmingly, between 50,000 and 100,000 women suffer from obstetric fistula every year and according to the World Health Organization, over 2 million girls in Asia and sub-Saharan Africa are living with this condition and it is not being treated^[24].

What will eradicate the practice?

Increasing education

In order to tackle the problem of child marriage, there needs to be a focus on education. Girls subject to child marriage should develop knowledge about the consequences of marrying young. They also need to learn about the affect the practice may have on their futures. If there is legislation tackling the practice, girls need to know that this legislation exists. They should additionally become aware of who to get in touch with should they need help^[25]. The parents of young girls also need to be educated about the risks of child marriage and should become aware of the fact that forcing their daughters to marry at a young age could be breaking the law. Furthermore, local community leaders need to be provided with education about the impact of child marriage. As role models, this could help to shift local community patterns and beliefs^[26].

Working with local communities

Additionally, there needs to be more ground work within the local communities. Local governments need to enforce campaigns fighting against the practice. There also needs to be local media coverage and local NGOs must directly work with communities^[27]. NGOs should also offer psychological assistance to victims^[28]. It has been found that the programmes which are most successful at preventing child marriages are those which have given families financial incentives to keep girls at school, those which feed children during school (removing the burden of parents having to do this), and those which give employment opportunities to girls once they have finished school^[29].

ActionAid, an international charity, has carried out significant work to end child marriage.Local ActionAid staff worked alongside a co-operative women’s group in India and ActionAid’s partner organisation called Swaraj to raise awareness about the impact of the practice, the importance of girls remaining in school, and girls’ rights to choose who and when they marry. In the community, young women used to marry at 15 or 16 years old. However, after raising awareness about the negative consequences of child marriage, the average age has increased. Now most women in the community do not marry until they are 22 years old^[30].

Conclusion

Overall, it is clear that child marriage is still a widespread practice and it is a serious violation of a person’s human rights. Poverty primarily drives child marriage in many regions, however, it is also a deeply-rooted practice which occurs as a result of cultural and social norms. The practice negatively affects girls’ mental and physical health and wellbeing, their social life and their education. There needs to be more education along with cooperation with local governments, NGOs and the media to help raise awareness about the negative impact of child marriage on girls and eliminate the practice all together.

Footnotes

[1]United Nations Human Rights Office of the High Commissioner, ‘Child and forced marriage, including in humanitarian settings’ https://www.ohchr.org/EN/Issues/Women/WRGS/Pages/ChildMarriage.aspx> accessed 13 May 2021

[2]UNICEF, ‘115 million boys and men around the world married as children – UNICEF’, <https://www.unicef.org.uk/press-releases/115-million-boys-and-men-around-the-world-married-as-children-unicef/> accessed 21 May 2021

[3]UNICEF, ‘Child marriage’ <https://www.unicef.org/protection/child-marriage> accessed 13 May 2021

[4]Women Alliance, ‘Child marriage – a practice driven by poverty’ (December 2016) <https://www.womenalliance.org/child-marriage-a-practice-driven-by-poverty> accessed 13 May 2021

[5]United Nations Human Rights Council, ‘Resolution Adopted by the Human Rights Council, Strengthening Efforts to Prevent and Eliminate Child, Early and Forced Marriage: Challenges, Achievements, Best Practices and Implementation Gaps (A/HRC/RES/24/23)’ 2013

[6]Goal 5.3, Sustainable Development Knowledge Platform, ‘Sustainable Development Goals,’ Sustainable Development Knowledge Platform < https://sustainabledevelopment.un.org/?menu=1300> accessed 13 May 2021

[7]Women Alliance, ‘Child marriage – a practice driven by poverty’ (n 4)

[8]UNICEF, ‘Child marriage is a violation of human rights, but is all too common’ (April 2020) <https://data.unicef.org/topic/child-protection/child-marriage/> accessed 13 May 2021

[9]ICRW, ‘Child marriage and poverty’ <https://www.icrw.org/files/images/Child-Marriage-Fact-Sheet-Poverty.pdf> accessed 13 May 2021

[10]Nour, Nawal M. “Child marriage: a silent health and human rights issue.” Reviews in obstetrics & gynecology vol. 2,1 (2009): 51-6

[11]Girls Not Brides, ‘About child marriage’ <https://www.girlsnotbrides.org/about-child-marriage/why-child-marriage-happens/> accessed 13 May 2021

[12]United Nations Population Fund, ‘Child marriage – Frequently Asked Questions’ (January 2020) <https://www.unfpa.org/child-marriage-frequently-asked-questions> accessed 13 May 2021

[13]ibid

[14]United Nations Human Rights Office of the High Commissioner, ‘Child and forced marriage, including in humanitarian settings’ (n 1)

[15]Women Alliance, ‘Child marriage – a practice driven by poverty’ (n 4)

[16]Girls Not Brides, ‘About child marriage’ (n 11)

[17]Women Alliance, ‘Child marriage – a practice driven by poverty’ (n 4)

[18]Nour, Nawal M. “Child marriage: a silent health and human rights issue.” Reviews in obstetrics & gynecology vol. 2,1 (2009): 51-6

[19]ibid

[20]ibid

[21]Women Alliance, ‘Child marriage – a practice driven by poverty’ (n 4)

[22]Nour, Nawal M. “Child marriage: a silent health and human rights issue.” Reviews in obstetrics & gynecology vol. 2,1 (2009): 51-6

[23]Nyasha Chingono, ‘My dreams were destroyed’: poverty costs child brides dear in Zimbabwe’ The Guardian (04 January 2019)

[24]World Health Organization, ‘Obstetric fistula’ (19 February 2018) <https://www.who.int/news-room/facts-in-pictures/detail/10-facts-on-obstetric-fistula> last accessed 21 May 2021

[25]Plan International, ‘Ending Child Marriage’ <https://plan-uk.org/about/our-work/child-marriage> accessed 24 May 2021

[26]ibid

[27]Women Alliance, ‘Child marriage – a practice driven by poverty’ (n 4)

[28]ibid

[29]Nour, Nawal M. “Child marriage: a silent health and human rights issue.” Reviews in obstetrics & gynecology vol. 2,1 (2009): 51-6

[30]ActionAid, ‘Child Marriage’ < https://www.actionaid.org.uk/our-work/womens-rights/child-marriage> last accessed 24 May 2021

Helen Little In Programmes

Disability in Street Children: Causes and Impacts

Young boy in poverty in developing region.

Overview

A large number of children living with disabilities are living in developing regions (1). This is very important here at Poverty Child as many of these children are living on the street. This is a large public health concern, as disability in street children can greatly impact children’s physical and mental health.

Street children and poverty

Work at Poverty Child aims to improve the lives and outcomes of children living and working on the street. The term ‘Street Children’ is used to describe either children who live and work on the streets, or those who spend a a lot of time on the street but sleep away from public spaces (2).

Poverty is a main cause of children having to live on the street. Other causes include the death of family members, neglect or violence. Poverty is also a main cause of disability, where the cost of healthcare prevents many people from being able to access vital services (3). Disability can increase the probability of being in poverty, as it prevents many from being able to work. In addition, many children receive poorer education as a result of disability. To clarify, disability and poverty are closely linked, as both impact on the lives of street children. Disability in street children adds an additional hardship. For example, street children living with disabilities are more vulnerable to violence and typically have poorer health (2).

Furthermore, disabled street children are often ignored and they try to remain hidden as a result of the high levels of discrimination they experience (2). Work in Sierra Leone by Street Child has shown that discrimination is one of the biggest factors contributing to poor education for children living with disabilities (4).

In addition, the current Coronavirus pandemic has also had a large impact on street children living with disabilities (5). This has made it harder for them to access food or help. Currently, there is a need to remotely support children with disabilities due to Coronavirus.

Causes of disability in street children

There are a large number of factors which can cause disability in children (1). However, many of these have been tackled in higher income countries. Yet, many preventable diseases are continuing to cause disability in children of low-income settings (1). For example, disability may be caused by infectious diseases, infections by parasites and diseases not directly spread from person to person (1). In addition, in poor regions and street children especially, factors such as malnutrition, maternal and perinatal disease and social unrest are also common causes (3).

Types of disability

A person with a disability has a long term physical, mental, intellectual or sensory impairment (6). Research from Street Child suggests that more street children have intellectual disabilities than physical ones. For example, this may include learning and social impairments. Subsequently, this can affect their education (7).

The Medical and Social Models of Disability (6)

Models of disability

The social model of disability highlights the discrimination a person may face due to their disability (6). This stigma has existed for a long time, and remains an issue around the world. To add further, there is often a view that disability is the ‘fault’ of the person. Instead, society needs to be fully inclusive of people living with disability (8). In comparison, the medical model of disability more directly focuses on changes to the physical or mental abilities of a person (6).

Discrimination in disabled children

Children living with disability experience stigma and discrimination, on top of the difficulties caused by the disability itself (9). Discrimination is described by UNICEF as ‘any distinction, exclusion or restriction on the basis of disability’ (6). This causes many children to feel isolated and helpless (9).

Discrimination in education

Disability often prevents children from fully taking part in their community. As a result, this causes many to feel like outsiders within their own communities (8). For example, it is common for children with disabilities to be separated in classrooms. Some teachers will refuse to teach children with disabilities alongside other children (8). This continues to make those with disabilities believe there is something wrong with them. Furthermore, it also suggests to able-bodied children that the two groups need to be separated. This results in poorer education for disabled children. Many children begin to feel this stigma towards themselves, which results in them not wanting to seek help or access to health services. This further adds to the struggle of living with disability as a child. Furthermore, they have been left behind in the global attempt to improve education for street children as a whole (10).

Gender-based discrimination

Gender-based discrimination is also experienced by girls living with disabilities. Consequently, they overall receive less education and less career training than boys with disabilities and able-bodied girls of the same age (11). This exclusion is commonly as a result of them being invisible. Therefore, it is important that we work to include disabled girls within and out-with disabled communities (11).

Developments to disability in street children

Many organisations are working to improve the health and lives of children living in low income countries (1). In particular, programmes are working to improve the outcomes of disability in street children. For example, community-based programmes are being used to emphasise the importance of good health care for disabled children. The introduction of such programmes has helped improve childhood access to healthcare in Tanzania. This is a country currently struggling with high rates or childhood disability (1).

The United Nations Sustainable Development Goals for 2030 hope to make education more inclusive and more accessible to all children (10). However, there is a lack of research on the education of disabled children, particularly in those living on the streets (9). This is due to a lack of funding. As a result, this limits the improvements which can be made to the education of disabled street children. One way to solve this is through fundraising campaigns. These campaigns are increasing awareness and therefore support for projects. Subsequently, this increase in funding is helping to meet the needs of every child living with disability.

In addition, there is a mindset that we need to ‘fix’ children living with disabilities. This implies that something is wrong with them. Instead, it is better if we work to remove the stigma the children face. This would result in children being free to succeed no matter their impairment (8). For instance, UNICEF’s ‘Its about ability’ campaign is aimed at changing community perception of disability, which is helping to improve the acceptance and inclusion of disabled children (8).

Coronavirus

Sadly, the global pandemic had a negative impact on much of the progress being made. However, organisations such as Chance For Childhood have done great work to meet the needs of disabled street children through outreach teams during this difficult time. The result: much improved support of street children in Kenya and Ghana (5).

Overall, these programmes can collectively help us to improve disability in street children.

References

Cameron D, Nixon S, Parnes P, Pidsadny M. Children with disabilities in low-income countries. Paediatrics & Child Health [Internet]. 2005 [cited 25 April 2021];10(5):269-272. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2722543/
org. The Facts about Street Children | Consortium for Street Children [Internet]. Consortium for Street Children. 2019 [cited 5 May 2021]. Available from: https://www.streetchildren.org/about-street-children/
Simkiss D, Blackburn C, Mukoro F, Read J, Spencer N. Childhood disability and socio-economic circumstances in low and middle income countries: systematic review. BMC Pediatrics [Internet]. 2011 [cited 25 April 2021];11(1). Available from: https://bmcpediatr.biomedcentral.com/articles/10.1186/1471-2431-11-119
Weimert F. Discrimination is the biggest obstacle to education for children with disabilities — Street Child Switzerland [Internet]. Street Child Switzerland. 2018 [cited 5 May 2021]. Available from: https://www.street-child.ch/news/discrimination-education-children-with-disabilities
Chance For Childhood. How we’re supporting vulnerable children during Coronavirus | Chance for Childhood – Children’s charity [Internet]. Chance for Childhood. 2020 [cited 5 May 2021]. Available from: https://chanceforchildhood.org/latest-news/how-were-supporting-vulnerable-children-during-coronavirus/
Desk Review for Developing Measures on Discriminatory Attitudes and Social Norms towards Children with Disabilities in Europe and Central Asia region [Internet]. Dornsfife: UNICEF; 2018. Available from: https://www.unicef.org/eca/media/13391/file
Kamara J. A Study on the Barriers to Education for Children with Disabilities in Sierra Leone [Internet]. Chicago: Street Child; 2018. Available from: https://static1.squarespace.com/static/5620ddc4e4b04789570e5fca/t/5b570243aa4a997ca1cf356b/1532428909558/A%2BStudy%2Bon%2Bthe%2B%2BBarriers%2Bto%2BEducation%2Bfor%2BChildren%2Bwith%2BDisabilities%2Bin%2BSierra%2BLeone%2B.pdf
Children with disabilities [Internet]. Unicef.org. 2021 [cited 25 April 2021]. Available from: https://www.unicef.org/eca/children-disabilities
Maulik P, Darmstadt G. Childhood Disability in Low- and Middle-Income Countries: Overview of Screening, Prevention, Services, Legislation, and Epidemiology. PEDIATRICS [Internet]. 2007 [cited 25 April 2021];120(Supplement):S1-S55. Available from: https://pediatrics.aappublications.org/content/pediatrics/120/Supplement_1/S1.full.pdf
The World Bank. Education: Children with disabilities are being left behind, says World Bank/GPE report [Internet]. 2017. Available from: https://www.worldbank.org/en/news/press-release/2017/12/01/children-with-disabilities-are-being-left-behind
The State of the World’s Children 2013 [Internet]. Unicef.org. 2013 [cited 25 April 2021]. Available from: https://www.unicef.org/reports/state-worlds-children-2013

Francesca Green In Programmes

What is Poverty?

Indian child in poverty looking through barbed wire

Poverty is a global issue that affects many people. Across the world there is thought to be 734 million people who live on less that $1.90 a day¹ (according to studies in 2015).

Poverty is the state of not having enough material possessions or income for a person’s basic needs such as food, clothing and shelter. Its manifestations include hunger and malnutrition, limited access to education and other basic services, social discrimination and exclusion, as well as the lack of participation in decision making. Pre-pandemic, around 10% of the world population were living in extreme poverty and struggling to fulfil basic needs², such as health, education and access to water and sanitation. It is a complex issue that may include social, economic, political and geographical elements. There is no single best measure of poverty, it does not mean the same thing for everyone.

In 2015, the United Nations Member States all agreed upon 17 Sustainable Development Goals to protect the planet and improve the lives and prospects of everyone, everywhere.

As part of the 15-year plan, the first goal is to end poverty³. The Sustainable Development Goals main reference to ending poverty is in target 1.A: “Ensure significant mobilisation of resources from a variety of sources, including through enhanced development cooperation, in order to provide adequate and predictable means for developing countries, in particular least developed countries, to implement programmes and policies to end poverty in all its dimensions.” Many charities, including Poverty Child, are working on this common goal. However, this is a large task and figures show that currently, we will not reach that target. The aftermath of the pandemic threatens to push a further 70 million people into extreme poverty⁴.

How do you measure poverty?

There is not one distinguished measure of poverty, it is a complex issue that has many dependents. Poverty can mean something different to a lot of people. The UK measures poverty in different ways, two commonly used measures⁵ are:

People in relative low income (living in households with income below 60% of the median that year).
People in absolute low income (living in households with income below 60% of (inflation-adjusted) median income in the same base year – usually 2010/11).

Absolute low income looks at whether living standards at the bottom of the distribution are improving over time. Income can be measured before or after housing costs are deducted (BHC or AHC). Poverty levels tend to be higher after housing costs as poorer households tend to spend a higher proportion of their income on housing.

According to a House of Commons Library report, 11 million people were living in relative low income BHC (UK) in 2018/19. This was 17% of the population. Of that, 2.8 million children were living in poverty⁶. Another measurement is destitution, this is where someone is not able to afford basics such as shelter, heating and clothing and is the lowest level of poverty.

What causes poverty?

There are many causes of poverty, these can vary across the world. Some of the major causes in the UK include:

Low pay.
72% of children living in poverty have at least one parent in work⁷. However, the long-term effects of being in the lowest paid 20% of the UK labour market has been a major cause of enduring poverty in the UK. Often in the case of low paid jobs, there are not opportunities for promotion and the hours are unpredictable.
Worklessness.
Since 2006, there has been a 60% rise in the number of people moving repeatedly between work and unemployment⁸.
68% of children in families with no working adults are in poverty⁹. Often people want to work but they are not able to due to different barriers to work. This is heightened during the pandemic when many businesses are having to close and subsequently workers are being let go.
Inadequate benefits.
Currently, in-work benefits are not sufficient to overcome labour market challenges and keep people out of poverty. Not only that but housing and childcare costs are constantly increasing, this increases families risks of poverty. The social security system should provide a safety net to prevent people falling into poverty – this is not the case for most.

There are many other causes for poverty, such as discrimination, abuse and trauma, and weak relationships. These causes could be a consequence of a random life event or moment, that then catches people in a trap and keeps them in a cycle that they cannot escape. This could simply be getting sick and not being able to work for a while.

The effects of poverty can be severe. They can lead to homelessness, health issues, family issues, drug or alcohol abuse and lower educational achievement, to name a few. It has a huge impact on the community and those surrounding it. Poverty affects more than one in four children in the UK today. Children who grow up in poverty miss out on what many of us take for granted, clothing, three meals a day, even a school trip. It is often found that students who are in poverty are less likely to be successful at school and then earn less as adults. This cycle is vicious but not inevitable. If we work together, it will be possible to have a stronger economy and a fairer society that will help everyone.

What does Poverty Child do?

Poverty Child is part of that movement to help the children who are living in poverty¹⁰. We are a charity that is dedicated to improving the life for street and slum connected children. Our mission is to empower them to achieve their true potential. Anyone could fall on hard times and find it difficult to make ends meet. It is important to be there to help everyone when they do.

Some of the work that we offer includes:

Mobile clinics.
These provide basic healthcare to children in poorer areas.
Street schools
A cordoned street that becomes a classroom for learning basic literacy and numeracy.
Day Centres
A safe place for children to get a meal, wash, counselling and basic schooling.
Night Centres
A safe place for a child to sleep at night.

This work is currently focused abroad.

Please look through our blog to see more information on ways you can help our charity. This can include donating directly or volunteering. It is also possible to recycle coins and currency, mobile phones, cameras and other gadgets, old jewellery, stamps and ink cartridges. Please visit our homepage for more information.

Bibliography

1,2,4

Nations, U., 2021. Ending Poverty | United Nations. [online] United Nations. Available at: <https://www.un.org/en/global-issues/ending-poverty> [Accessed 3 April 2021].

Nations, U., 2021. Goal 1: End poverty in all its forms everywhere. [online] United Nations Sustainable Development. Available at: <https://www.un.org/sustainabledevelopment/poverty/> [Accessed 3 April 2021].

5, 6

Francis-Devine, B., 2021. Poverty in the UK: Statistics. [online] Commons Library. Available at: <https://commonslibrary.parliament.uk/research-briefings/sn07096/> [Accessed 3 April 2021].

7,8,9

CPAG. 2021. Child Poverty. [online] Available at: <https://cpag.org.uk/child-poverty> [Accessed 3 April 2021].

Poverty Child. 2021. Poverty Child – empowering street and slum connected children. [online] Available at: <https://povertychild.org> [Accessed 3 April 2021].

Additional Resources:

JRF. 2021. What is poverty?. [online] Available at: <https://www.jrf.org.uk/our-work/what-is-poverty> [Accessed 3 April 2021].

United Nations Sustainable Development. 2021. Take Action for the Sustainable Development Goals. [online] Available at: <https://www.un.org/sustainabledevelopment/sustainable-development-goals/> [Accessed 3 April 2021].

Megan In Recycling

How Your Recycling Helps Poverty Child

Poverty Child prides itself on the fact that 95% of your donations is used to further our mission. We are always grateful for and humbled by your generosity- you help to transform our projects from ideas into lifelines for impoverished children. We want you to know how your recycling helps our cause.

Your recycling helps give flexibility.

The funds that are generated from your recycled goods are unrestricted income. This means funds are pooled to become available for where the most need is. The needs of the children we help change over time. So it gives us the flexibility to invest the funds in response to their changing needs, either by adapting our existing projects or creating new ones if necessary. As well as this, it allows us to make up for any shortfalls of funds that we have. For example, we used recycling income to make up for a funding shortfall in our project with Fairplay For All Foundation. It was your recycling efforts that allowed the project to then reach its full potential.

Your recycling helps to fund vital research.

It is different to secure funding for research and data collection. Donors appear to be more willing to provide tangible aid such as food and clothing. Yet, the research and the data for our projects is just as vital. Without this research, it would be hard to know what the children need and how they can be helped. Our research is the foundation of our projects, enabling us to build relationships with the children that we find in the developing world. The funds from the recycling initiative contributes to this data collection. It helps us to build our projects based on crucial data. It is an extremely important starting point for many of our projects.

It’s a vital part of our fundraising strategy.

The income generated by recycling is relatively small, but that doesn’t mean to say it isn’t important. The programme allows us to diversify our income and therefore protect our projects, to some extent, against any drops in revenue. During times of economic and/or political uncertainty, people are more cautious about how and where they spend their earnings. As a result, donating to charity is often dropped from household budgets. Your recycling helps us protect our projects from fluctuating income in uncertain times.

Most importantly, your recycling helps slum and street children.

Aside from our different projects, our wider mission is to break the cycle of poverty for many children in the developing world. Whether your donations are funding our research, data collection, or tangible aid, they are contributing to this mission. Your time and efforts are helping us to make a real difference in the world. By getting involved with our initiative, your recycling is successfully changing lives. Click the link to find out more about our work and our projects in developing countries.

Megan In Recycling

5 Simple Steps For Decluttering Using KonMari

konmari method steps for decluttering and recycling

Whether it’s time for a spring clean, you’re moving house, or there’s too much clutter in your home, decluttering is always worthwhile. There’s nothing like a clutter-free home to leave you feeling organised and cleansed. It seems that decluttering has recently become quite the phenomenon. With Marie Kondo’s growing fame, more people than ever seem enthusiastic about decluttering. If your house is in need of a declutter, we can help. Consider this “Poverty Child meets KonMari”. Below are 5 simple steps for decluttering your home. These are based on the guidance of Marie Kondo and her KonMari method for tidying. Once you have established which items you no longer want to keep, you can recycle them with us. Creating a tidy and organised space has never been so simple.

Commit yourself to the task of decluttering

This is Marie Kondo’s first rule of decluttering. Before starting what can seem like the tedious task of tidying, get yourself into a positive mindset. Remind yourself of your motivation for decluttering. As the KonMari method emphasises, imagine your ideal lifestyle. Let this guide you. A decluttered home will bring you better organisation, increased productivity and less stress. If you’re using the KonMari method for the first time, keep reminding yourself that it will be interesting and inspiring to try something new. Remember that all the goods you decide to get rid of will be recycled with us. This will help to fund our projects in developing countries. You’ll have played a part in helping vulnerable children that are subject to a life in slums and on the streets.

Tidy by category, not by location

Part of the KonMari method is that you tidy according to the category of your items, not by their location. Don’t tidy by room, tidy by category. One of Marie Kondo’s rules is that you stick to the order. You start with clothes, then books, and then move on to papers, miscellaneous items and sentimental items. Gather your items into these categories before sorting through them.

Ask yourself, “does this item bring me joy?”

One of Marie Kondo’s main principles for the KonMari method is that you focus on what brings you joy. You should think about what you can keep instead of what you can discard. Once you have your categories sorted, go through each item and ask “does this item bring me any joy?” If your answer is yes, put the item into a pile of things to keep. If it no longer sparks joy, put the item in a pile of belongings to send to our recycling initiative. You can check out all the items we can accept under the “donate” tab on our website. We are happy to accept broken items, so don’t worry if things aren’t working as they should be.

Contact us for postage materials

If your stuff weighs 10kg or more altogether, you can request a recycling sack from us. Alternatively, if your items weigh less than this, you can ask us for an address label. We’ll email this out to you for posting your unwanted goods to us.

Send your unwanted goods to us

After all the hard work and commitment that has gone into your decluttering, it’s time to get rid of your unwanted items! If you’ve used the address label, you’ll post them out to us. If you’ve used the recycling sacks from us, we can arrange for a courier to collect the items you are kindly donating. All this information is available on our website.

Once you’ve decluttered your home, be proud of the effort you have put into creating a more organised space. You’ll soon begin to feel the benefits of having an organised and decluttered home to live in. Remember, this process isn’t just helping you and anybody else that shares your home. You’re helping us to fund our projects. These projects aim to break the vicious cycle of poverty street children are trapped in. Your donated items will help us to make a real difference.

poverty

Impacts Of Living with Disability As A Street Child: Poor Health & Violence

Living on the street

Poor health in street children

Abuse and violence in street children

Improving the health of street children with disabilities

References

Barriers preventing girls’ education

Poverty

Child marriage

Violence

Gender biases in schools

Reasons as to why education is important

Breaks poverty cycle

Reduces child marriage and improves the health of girls

Helps to prepare for natural disasters

Ways to help girls access education

Helping girls get to school safely

Eliminating gender inequality in schools

Sponsoring a child

Conclusion

Impacts of living with disability as a street child

School as a street child

Lack of resources for street children with disabilities

What can be done to help

Mobile schools and financial help

Promoting inclusion of street children with disabilities

Specialist education programmes

References

Impacts Of Living with Disability As A Street Child

Ableism – discrimination against disability

Education as a street child with disability

Tackling discrimination against street children and disability

Impacts of disability on health, education and discrimination in street children

References

Child marriage and human rights

Treaties and conventions

The United Nations Convention on the Rights of the Child

Resolutions and goals

Where is the practice prevalent?

The reasons behind child marriage

Female child poverty

Dowries and ‘bride prices’

Social and cultural norms

Negative effects and consequences

Social and mental health problems

Physical health problems

What will eradicate the practice?

Increasing education

Working with local communities

Conclusion

Footnotes

Overview

Street children and poverty

Causes of disability in street children

Types of disability

Models of disability

Discrimination in disabled children

Discrimination in education

Gender-based discrimination

Developments to disability in street children

Coronavirus

References

How do you measure poverty?

What causes poverty?

What does Poverty Child do?

Your recycling helps give flexibility.

Your recycling helps to fund vital research.

It’s a vital part of our fundraising strategy.

Most importantly, your recycling helps slum and street children.

Commit yourself to the task of decluttering

Tidy by category, not by location

Ask yourself, “does this item bring me joy?”

Contact us for postage materials

Send your unwanted goods to us

Sign up to hear about our latest projects, inspiring updates about the children we're working for and how we can help reduce child poverty together.