ISSN: 2226-6348
Open access
The Ambazonia crisis also referred to as the Anglophone Crisis, has greatly affected the school environment within Southern Cameroon through the interruption of education, thus worsening the socio-political issues in the area. This paper tends to discuss how the current conflict is affecting school facilities, educational resources, the achievements of students, and the mental health of people within the school setting. Drawing together empirical data from the integrationist perspective, it has pursued a mixed-methods investigation that includes in-depth interviews and focus group sessions, along with on-site direct contact with displaced students, active educators, and leaders alike, and quantitative measures regarding school turnout, academic attainment, or possible demographic trends. The study contextualizes the findings by comparing case studies of conflict areas like Syria, South Sudan, and post-conflict Rwanda. The research has emphasized how a lot of educational facilities have been highly destroyed, how teachers and students have been internally displaced, and the psychosocial trauma experienced by both parties. It further points out the challenges of implementing the curriculum and adjusting informal education in temporary settings. It also probes into the community's resilience and the role of local and global organizations in mitigating the impact of the crisis on education. Key findings indicate that conflict led to significant declines in the achievements of students and dropout rates in school, hence limiting the quality of access to education by the displaced groups. The disruption of the school's ecology surpasses physical damage and reflects on the region's more significant socio-political and cultural contexts. The paper suggests addressing these issues through immediate actions such as rebuilding infrastructure, providing mental health support, using trauma-informed educational methodologies, and advocating for sustainable policy changes to ensure equity in education for all. This research deepens the understanding of the interrelationship between conflict and education, thereby offering valuable recommendations for policymakers, educators, and humanitarian organizations to revive and improve education opportunities in conflict-affected countries.
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