Psychoeducational Challenges of Abduction Marriage and Strategies for Promoting Educational Continuity among Young Basotho Schoolgirls in Lesotho

Abstract

Abduction marriage (chobeliso) remains a harmful cultural practice that continues to affect the educational experiences of some young Basotho schoolgirls in Lesotho despite legislative reforms and child protection initiatives. Although increasing attention has been given to the legal, cultural, and human rights dimensions of the practice, limited research has examined its psychoeducational implications from the perspectives of the girls themselves or explored contextually relevant strategies for promoting their educational continuity. The purpose of this study was to explore the psychoeducational challenges experienced by young Basotho schoolgirls following abduction marriage and identify strategies for promoting their educational continuity and well-being. The study was guided by the transformative paradigm and employed a qualitative participatory research design. Feminist Theory and the Rights-Based Theory provided the theoretical foundation by explaining how gender inequality, patriarchal social structures, and violations of children's rights shape girls' educational experiences. Purposive sampling was used to select young Basotho schoolgirls affected by abduction marriage, together with teachers, parents, and school counsellors who had direct experience of the phenomenon. Data were generated through storytelling, focus group discussions, drawings with narrative explanations, and Photovoice, and were analysed using Braun and Clarke's (2022) reflexive thematic analysis. The findings revealed that abduction marriage has significant psychoeducational implications for affected schoolgirls and highlighted the need for comprehensive interventions to support their successful educational participation and recovery. Participants further identified several strategies for promoting educational continuity, including school-based psychosocial support, trauma-informed educational practices, learner reintegration programmes, teacher professional development, family and community awareness initiatives, strengthened collaboration between schools and child protection stakeholders, peer support programmes, and effective implementation of policies protecting girls' right to education. The study concludes that addressing the psychoeducational consequences of abduction marriage requires coordinated, multi-sectoral interventions involving schools, families, communities, traditional leaders, and policymakers. Strengthening trauma-informed educational practices and psychosocial support systems is essential for promoting educational continuity, protecting girls' educational rights, and enhancing the well-being of learners affected by chobeliso.