Exploring Rohingya adolescent girls’ perceptions of marriage, educational challenges, and motivations for change: A mixed-method study

Abstract

This study explores perceptions of marriage, educational barriers, and motivational factors influencing Rohingya adolescent girls’ continuation in secondary education within refugee camps in Cox’s Bazar, Bangladesh. Despite efforts toward inclusive education, child marriage and sociocultural norms remain significant barriers for girls aged 15–18. Using a mixed-method approach, the study combined surveys, key informant interviews, and focus group discussions with 112 participants, including adolescent girls, parents, teachers, religious leaders, and education staff. Thematic and descriptive analyses indicate that early marriage is widely perceived as a family-driven decision shaped by protection concerns, community expectations, religious interpretations, harassment, and limited access to higher education. Structural challenges—such as lack of female teachers, inadequate school facilities, and unsafe learning environments—further reduced girls’ attendance and motivation. Despite these constraints, participants consistently recognized education as a potential pathway to delay marriage when it is formal, gender-segregated, culturally aligned, and linked to future opportunities. The study underscores the need for culturally responsive education systems and coordinated action among education, community, and child protection actors in crisis settings.