Resilience in the Face of Displacement: A Comprehensive Analysis of Educational Barriers, Academic Performance, and Support Mechanisms for Internally Displaced Persons (IDPs) in Ethiopia’s Oromia and Amhara Regions

Abstract

Internally displaced children in conflict-affected regions face severe educational disruptions, yet comprehensive evidence on their academic challenges and support mechanisms remains limited. This mixed-methods study addresses the gap by examining the educational barriers, learning outcomes, and support strategies for Grade 1–4 IDP students in Ethiopia's Oromia and Amhara regions. Using a convergent parallel design, the research integrated quantitative data from standardized assessments and structural equation modeling with qualitative insights from focus group discussions and interviews involving 384 students, 96 teachers, 120 parents, and 24 officials and NGOs. Key findings reveal that IDP children experience substantial academic deficits, scoring significantly lower in mathematics (9.2-point gap) and reading (29% proficiency gap) compared to host-community peers. These disparities were driven by multiple barriers: overcrowded classrooms (76:1 student-teacher ratio), resource shortages (8:1 textbook ratio), psychological distress (62% reached clinical thresholds), and social exclusion. The study identified support mechanisms particularly teacher mentoring, catch-up programs, and resource provision that significantly mitigated these negative impacts, though their effectiveness varied regionally. The findings underscore that effective educational interventions must integrate psychosocial support with academic remediation while adapting to local contexts. This research provides evidence-based strategies for policymakers and practitioners working to safeguard education in emergencies and promote learning continuity for vulnerable children affected by displacement.