Exploring learners’ experiences of socio-ecological risks during the Covid-19 pandemic lockdown: a case of selected Secondary Schools in Kenya

Abstract

The COVID-19 pandemic lockdown imposed unprecedented challenges to societies worldwide, disrupting daily routines, economies, and social interactions. Governments implemented various containment measures, including lockdowns to curb the spread of the virus. While these measures were essential for public health, they led to socio ecological risks that profoundly impacted individuals, particularly learners; altering their educational experiences and well-being. This study embarked on an exploration of learners' encounters during the COVID-19 pandemic lockdown. The exploration unraveled the multifaceted relationship between social, economic, and environmental factors that influenced learners’ lives. Thus, this study’s main purpose was to explore socio-ecological risks faced by learners during the COVID-19 pandemic lockdown. The study was guided by the following objectives: to investigate how the socio-ecological risks affected learners during the COVID-19 pandemic lockdown in selected secondary schools in Kenya, to explore how learners perceived the socio-ecological risks experienced during the COVID-19 pandemic lockdown, and; to explore learners’ coping strategies in the face of socio-ecological risks faced during the COVID-19 pandemic lockdown. The study was guided by Freire’s empowerment education theory which specializes in encouraging individuals to become vocal about their needs and those of the community. This study took a qualitative approach, a phenomenological critical paradigm, and a participatory visual approach. Data was generated using drawing, memory account, cellphilm, unstructured individual interview and a focus group discussion. The study involved working with 26 participants- 3 Parents Association members, 3 teachers and 20 learners (aged 15-24 years) enrolled in Form 1 and 2 in secondary schools in Kenya. The data was triangulated and thematically analyzed. The findings revealed that learners were affected by sexual, family and criminal related risks during the pandemic lockdown; learners perceived socio ecological risks experienced during the COVID-19 pandemic lockdown as: psychologically torturing as they caused fear and led to emotional instability. The risks were life destructive for causing learners to drop out of school, loosing hope as a result of contracting diseases and becoming pregnant, leading to family conflicts, and; lowering learners' integrity by causing shame and guilt and leading to victimization of the affected learners. As a result, actionable results aimed at addressing these challenges and fostering resilience within educational ecosystems were attained as learners came up with learner capabilities during crises as well as emancipation strategies through their voice, taking part in decision making and having hope in the future. In conclusion, learners faced risks in their socio-ecological setting during the COVID-19 pandemic lockdown whereby these risks had devastating effects on their lives, their families, schools, and the communities at large. It was recommended that the Kenyan Ministry of Health, department of public health and the Ministry of Education’s department of Basic education, should prioritize equitable access to technology and resources, enhance support for mental health and well-being, strengthen social support networks, build resilience and adaptation strategies, and foster interdisciplinary research collaborations to address the multifaceted challenges faced by learners in times of crises thereby creating more inclusive, resilient, and sustainable educational ecosystems.