Learners’ Perceptions of Socio-Ecological Risks Experienced During the Covid-19 Pandemic Lockdown in Selected Secondary Schools in Kenya

Abstract

Socio-ecological risks against young people are major public health problems with devastating long-term health consequences. There are gaps in research on learner perceptions concerning socio-ecological risks faced during the COVID-19 pandemic lockdown. This study’s main aim was to use participatory visual methodology to gain increased knowledge on learners’ perceptions of socio-ecological risks faced during the COVID-19 pandemic lockdown in selected secondary schools in Kenya while discussing the potential of reaching social change. 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 through cellphilms and focus group discussions. Twenty Form 1 and 2 learners were selected purposively in selected secondary schools in Kenya. The data was triangulated and thematically analyzed. The findings reveal that learners perceived socio-ecological risks experienced during the COVID-19 pandemic lockdown as: psychologically torturing as they caused fear and led to emotional instability; life destructive for causing learners to drop out of school, losing hope as a result of contracting diseases and becoming pregnant and also leading to family conflicts, and; lowering learners' integrity by causing shame and guilt and leading to victimization of the affected learners. The findings suggest that challenges faced by young people are unprecedented and exclusively hard to navigate leading to devastating challenges. The study recommends that the Ministry of Education and Department of Basic Education should prioritize equitable access to technology and resources that enhance support for mental health and well-being, strengthen social support networks, and foster interdisciplinary research collaborations to address the multifaceted challenges faced by learners in times of crises thereby creating a more inclusive and sustainable educational system.