The Psychological and Socioeconomic Impacts of Education Denial on Afghan Girls

Abstract

The Taliban's ban on education for girls in Afghanistan has led to significant psychological, economic, and developmental consequences. This study examines the impact of these educational restrictions on Afghan girls, focusing on the decline in mental health, increased financial dependency, and broader societal effects stemming from gender-based exclusion from education. Findings indicate elevated levels of depression, anxiety, and struggles with identity among Afghan girls who are denied schooling, with many forced into early marriages and lifelong financial dependence on male relatives. Furthermore, the lack of female education hinders Afghanistan's economic development, reducing workforce participation and perpetuating cycles of poverty. From the perspectives of feminism and human rights, this systematic exclusion reinforces patriarchal dominance and violates international commitments regarding education and gender equality. In spite of these challenges, Afghan girls continue to seek education through underground schools and online resources, demonstrating remarkable resilience in the face of oppression. The research calls for global action, alternative educational strategies, and psychological support as essential measures to combat the Taliban's restrictions. Ultimately, restoring educational opportunities for Afghan girls is crucial for their personal empowerment and the long-term advancement of Afghanistan.