Vol. 1 No. 1 (2025)
Educational Disruption in a Fragile State: A Systematic Review of Conflict, Displacement, and Access to Learning in South Sudan
Abstract
This systematic review synthesises contemporary evidence (2021–2025) on the disruption of formal education in South Sudan, a context of protracted fragility. It addresses a critical gap in consolidated analysis of the specific, intersecting mechanisms through which persistent localised conflict and internal displacement impede educational access and continuity. The methodology adhered to PRISMA guidelines, involving systematic searches of five academic databases and grey literature from key intergovernmental and African research institutions. Pre-defined inclusion criteria and critical appraisal tools were applied to ensure rigour and replicability. The analysis of 42 included sources reveals that direct attacks on educational infrastructure, the abduction and recruitment of teachers and students, and the repeated closure of schools remain prevalent drivers of disruption. Furthermore, displacement creates severe access barriers; internally displaced persons (IDPs), especially girls and adolescents in protection sites, face heightened risks from safety concerns, economic precarity, and a lack of certified learning spaces. While humanitarian interventions provide essential stop-gap learning opportunities, they frequently struggle to ensure curricular continuity or alignment with longer-term national education sector plans. The findings underscore an urgent need for context-specific, resilient education strategies that are co-developed with South Sudanese communities. These must prioritise the protection of education as a foundational element of stability, reflecting a critical African-centred perspective on building back amidst ongoing crisis.
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