Climate disasters, internal displacement and girls’ education in the Honduran Sula Valley

• In Event: Persistent educational exclusion in Latin America: At the periphery of a ‘digital society’

Proposal

Climate disasters, on top of violence and poverty, drive internal and cross-border mobility in Honduras and across Latin America. In 2020, Hurricanes Eta and Iota displaced around 1 million people, representing 10 percent of the country’s population. Severe flooding hit the northern region of the Sula Valley—home to San Pedro Sula, the second largest city in Honduras. Thousands were internally displaced. School infrastructure and students were also affected, including higher dropout rates. Since existing literature shows associations between disasters and increased gender-based violence and adolescent pregnancy, this research asks what factors influence the capability of girls displaced by disasters and of girls who live in zones prone to future catastrophes to access and remain in school. Analyzing thirty-one in-person semi-structured interviews I conducted in 2024 with girls in 9th grade attending public schools (n=16) and girls out of school living in flood-prone, gang-controlled, and poor areas in the Sula Valley (n=15), this study aims to comprehend context-specific conditions low-income girls face to pursue education. This paper contributes to understanding the complexities of climate disasters, schooling, and displacement in Honduras from the point of view of girls. I explore the intersection between catastrophes, violence, and girls’ schooling, and highlight the significance of listening to girls’ voices to inform policy recommendations toward fulfilling their right to education. This work is relevant to CIES 2025 given the need to understand the challenges displaced persons face to remain in education due to violence, climate change, and poverty. Such understanding is fundamental to making the best use of digital technology to advance schooling for disadvantaged populations.

Author

• Sara M. Pan Algarra, Columbia University Teachers College