From challenge to opportunity: application of the resilience framework to explore women and girls’ positive educational and wellbeing adaptations during the COVID-19 lockdown

Abstract

Background

During the COVID-19 pandemic, to reduce transmission, countries implemented lockdowns including the closure of schools. This study applies the Department for International Development resilience framework to explore the educational resilience and personal development of young Nigerian girls and women during the COVID-19 lockdown in Nigeria, particularly focusing on their ability to adapt to learning challenges and engage in positive activities during the crises.

Methods

This was a cross-sectional study involving 339 young Nigerian girls and women, aged between 10 and 24 years from April to May 2020 using an online web-based platform during the COVID-19 lockdown period in Nigeria.

Results

The majority of the participants were between 20 and 24 years of age (74.9%) and single (82.9%). About 267(79.9%) agreed or strongly agreed that the COVID-19 lockdown affected their learning and academic work because they had to do more housework and 227 (67.9%) were affected because of more tension at home. Positive adaptive capabilities included engaging in learning new skills, personal development, physical and mental health care, and entrepreneurship and income generation activities.

Conclusion

While the COVID-19 lockdown posed significant challenges, it also revealed the resilience of Nigerian young women and girls. Despite disruptions, many pursued personal and professional development, driven by institutional support and their determination. This underscores the need to foster resilience, not just as a crisis response but as a proactive strategy for long-term empowerment and gender equality. Building on these positive outcomes requires integrating resilience thinking into educational and social support systems.

Supplementary Information

The online version contains supplementary material available at 10.1186/s12905-025-04200-5.

Background

The COVID-19 pandemic led to widespread lockdowns and school closures, exacerbating existing educational challenges for girls in developing countries [1, 2]. Past health crises, such as the 2014–2015 Ebola outbreak, revealed severe secondary impacts on girls, including increased teenage pregnancies, school dropouts, and reduced access to education [3, 4]. Emerging evidence suggests that COVID-19 similarly intensified gendered inequalities, with girls facing greater household burdens, reduced study time, and heightened risks of discontinuing their education [5].

Public health outbreaks and structural problems present unique opportunities for individuals to overcome difficult situations and adjust to challenging circumstances through resilience [6]. Resilience has historically been described as “a personal trait that helps individuals cope with adversity and achieve good adjustment” and has been recognized as an important asset for health promotion and positive development outcomes [7, 8]. In the Nigerian context, research has shown that resilience among women can serve as a powerful resource to promote well-being and navigate difficult circumstances [9]. However, recent scholars emphasizes that resilience is not solely an individual attribute but rather a dynamic process shaped by interactions between individuals and the structural, social, and cultural systems in which they are embedded [10–12]. This socio-ecological perspective is especially relevant in Global South contexts, where structural inequalities, communal coping strategies, and institutional supports are central to how resilience is developed and expressed. Although this resilience may not erase difficulties, it can enable individuals to tackle challenges, and negative experiences and in some cases bounce back better while moving forward [6].

Adopting resilience as an approach to managing emergency health crises means identifying where different areas of public health can complement and enhance one another [13]. In this study, we adopt the Department for International Development (DFID) resilience framework, which aligns with this multisystemic view by incorporating the roles of context, exposure, institutional support, and adaptive capacity. We apply this framework to explore the educational resilience and personal development of young Nigerian girls and women during the COVID-19 lockdown, with a particular focus on their ability to adapt to learning disruptions and engage in meaningful activities. By examining how participants responded to educational and structural challenges, this study provides insight into the multi-layered factors that shape resilience and highlights opportunities for intervention to strengthen institutional, community, and personal supports in future crises.

Methods

This was a cross-sectional web-based survey in Nigeria among 339 young girls and women residing across the 6 geo-political zones of Nigeria from April to May 2020. This study employed a mixed-methods exploratory design, combining quantitative survey data with qualitative analysis of open-ended responses to capture both patterns and lived experiences of resilience among young Nigerian girls and women during the COVID-19 lockdown. In this study, we included young persons aged between 10 and 24 years of age based on the World Health Organisation’s definition of young people [14]. The detailed methodology, including study design, comprehensive information on the survey design, questionnaire details and data collection, can be found in our earlier article [15]. The questionnaire used for the study can be found in an additional file [see Additional file 1] In this study, we analyzed quantitative and qualitative open-ended responses.

The conceptual framework for this study was based on the DFID’s resilience framework [13]. This framework provides an understanding of how individuals and systems respond to hard times and aims to improve understanding of the different components to be measured in building resilience. It encompasses key components such as context, disturbance, capacity to deal with disturbance (including exposure, sensitivity, and adaptive capacity), and reaction to disturbance. Context refers to the broader environment or setting in which resilience is being examined. The context provides the background against which resilience is tested and developed. Disturbance refers to the shock, stress, or significant change that disrupts normal functioning and tests resilience and the nature, intensity, and duration of the disturbance play crucial roles in how systems or individuals respond. Capacity to deal with disturbance examines the ability to respond to and manage the disturbance. It includes three key elements: Exposure: The degree to which the individual, community, or system is affected by the disturbance. Sensitivity: How much the individual, community, or system is impacted by the disturbance. Adaptive capacity: The ability to adjust, cope, and potentially thrive despite adversity. The last component of the framework, reaction to disturbance describes the outcome or response to the disturbance. It typically falls into one of these categories: “Struggle to recover” where the individual, community, or system has difficulty bouncing back and may remain in a compromised state, “Bounce back” where the individual, community, or system returns to its original state after the disturbance and “bounce back better” where the individual, community, or system not only recovers but improves or grows as a result of overcoming the challenge, demonstrating resilience (Fig. 1).

Fig. 1.

Overview of DFID’s resilience framework [13]

This framework is crucial for its holistic approach to analyzing responses to challenges, enabling the identification of strengths and vulnerabilities, and informing targeted interventions [13]. In the context of women’s educational resilience during the COVID-19 pandemic, it provides a structured approach to examine how women adapted to learning disruptions, and the interplay between institutional support and personal initiative.

In this study, the context and disturbance are the COVID-19 pandemic and lockdown in Nigeria respectively. Participant responses included in the analysis based on the other components of the resilience framework include: The COVID-19 19 lockdown affected my learning and academic work so I had no time to study. This was assessed on a 4-point Likert scale of strongly agree, agree, disagree and strongly disagree and used to assess the capacity to deal with disturbance. To assess adaptive capacities, we qualitatively analyzed the open-ended responses to the question asking participants to state specific things they had done to engage themselves during the COVID-19 lockdown. The resilience score was developed to reflect the reaction to disturbance component of the DFID resilience framework, focusing on how participants responded to learning disruptions during the COVID-19 lockdown. To quantify resilience, we developed a composite score using two indicators aligned with the DFID framework: (1) institutional support (My school/teachers put some measures in place to continue/support my learning during lockdown/stay at home), and (2) individual adaptive engagement (I have been able to engage myself in a positive way during the lockdown/stay at home). Each question was coded as 0 (No) or 1 (Yes), and responses were summed to generate a total resilience score ranging from 0 to 2. Participants with a score of 0 (no support and no personal engagement) were categorized as struggled to recover. A score of 1 (either institutional support or personal engagement but not both) reflected bounced back. A score of 2 (both institutional support and personal engagement) represented bounced back better. Equal weighting of these indicators was used because both institutional and individual engagement are considered equally important for educational resilience during disruptions. DFID resilience framework highlights that resilience improves when both external help and personal actions work together [13].

Data were analyzed using SPSS version 24. Open-ended responses were analyzed thematically in Microsoft Excel by two coders through an inductive coding process. Codes were developed directly from the data and refined through repeated comparison and discussion, ensuring that the final themes accurately reflected participants’ perspectives. All methods were carried out in accordance with the declaration of Helsinki. Approval was obtained from the research ethics committee of the University of Nigeria Teaching Hospital and informed consent to participate was obtained from all of the participants in the study. Informed consent to participate was also obtained from the parents or legal guardians of any participant under the age of 16.

Results

Through exploration of the DFID’s resilience framework, we grouped our findings we grouped our findings based on the components of the framework.

Responses from 339 girls and women aged between 10 and 24 years were analyzed. 10 (2.9%) were aged between 10 and 14 years, 75 (22.1%) were between 15 and 19 years and 254 (74.9%) were aged between 20 and 24 years. 63 (18.6%) resided in the North Central geopolitical zone, 8 (2.4%) in the North East, 14 (4.1%) in the North West, 104 (30.7%) in the South East, 37 (10.9%) in the South-South, and 113 (33.3%) in the South West. 12 (3.5%) had no formal education and the majority 147(43.4%) had achieved a tertiary level of education. Most were single 281 (82.9%). (Table 1). 267(79.9%) agreed or strongly agreed that the COVID-19 lockdown affected their learning and academic work because they had to do more housework and 227 (67.9%) said it affected their learning and academic work because there was more tension at home. (Table 2)

Table 1.

Sociodemographic characteristics of participants

N = 339	Frequency (%)
Educational level
No Formal Education	12 (3.5)
Primary School only	44 (13.0)
Secondary/High School only	136 (40.1)
Tertiary	147 (43.4)
Marital status
Co-Habiting	10 (2.9)
Divorced	2 (0.6)
Married	43 (12.7)
Separated	3 (0.9)
Single	281 (82.9)
Age (years)
10–14	10 (2.9)
15–19	75 (22.1)
20–24	254 (74.9)

Table 2.

Effect of the Covid-19 lockdown on learning and academic work of participants

N = 339	Agree	Disagree	Strongly agree	Strongly disagree	N/A
The COVID-19 lockdown affected my learning and academic work [I had no time to study]	90 (26.5%)	154 (45.4%)	42 (12.4%)	37 (10.9%)	16 (4.7%)
The COVID-19 lockdown affected my learning and academic work [I had more housework]	142 (41.9%)	59 (17.4%)	125 (36.9%)	8 (2.4%)	5 (1.5%)
The COVID-19 lockdown affected my learning and academic work [I had more tension at home]	126 (37.2%)	72 (21.2%)	111 (32.7%)	23 (6.8%)	7 (2.1%)

Application of the resilience framework

Context

The context in this study is the COVID-19 pandemic in 2020 and its impact on Nigerian young girls and women’s education and personal development.

Disturbance

This is the COVID-19 lockdown in Nigeria which took place from the 4th of March to the 30th of May 2020 to reduce the spread of the infection. This sudden event impacted the vulnerability of the educational system and the girls and women within it.

Capacity to deal with disturbance

On examining the degree to which individuals were affected by the disturbance and to what extent, 132 (38.9%) of the respondents agreed or strongly agreed that due to the COVID-19 lockdown, they had no time to study, 191 (57.8%) disagreed or strongly disagreed and 16 (4.7) indicated that this did not apply to them. While examining adaptive capabilities, we found that despite this adversity, a large number of participants 249(74.6%) still found a way to positively respond, engage, and themselves. These engagement strategies are grouped into four themes and highlighted below.

1. Learning New Skills

The majority 89 (33.7%) engaged in activities that resulted in acquiring new skills such as wig making, sewing, copywriting, graphic designing, cooking, language learning, etc. which could lead to economic empowerment for girls and women.

• 2)Personal development

61 (24.5%) engaged in activities that aimed to inspire learning, growing, and improving oneself to reach one’s full potential. Such as reading, engaging in online courses, creating art, creating music, etc.

• 3)Physical and mental health care

During the lockdown, 28 (11.2%) of the participants engaged in activities to maintain and improve their physical and mental health well-being such as participating in exercising to keep fit or lose weight, religious/spiritual activities, meditating, spending time with family and friends and relaxing.

• 4)Entrepreneurship and income generation

Some participants 71 (28.5%) mentioned that they built up their entrepreneurship skills to generate income and engaged in activities such as learning and starting up small businesses, activities like farming at home and selling produce to neighbors with plans to expand after the lockdown and making items at home for commercial purposes (e.g., snacks, drinks, sewing, etc.)

Reaction to disturbance

In reaction to the lockdown, 119 (35.1%) of respondents indicated that their school/teachers put some measures in place to support their learning during the lockdown period while 220 (64.9%) did not receive any support from their school/teachers (institutional engagement). 249 (73.5%) indicated that they were able to engage themselves positively while at home (personal engagement). Based on the resilience scale (generated by combining institutional and personal engagement), in response to the lockdown, 95 (28.0%) of the respondents “Struggled to recover” that is they had difficulty bouncing back. The majority 149 (44.0%) bounced back and 95 (28.0%) bounced back better, demonstrating resilience.

Discussion

Several findings have identified that the COVID-19 lockdown led to negative psychological impacts, increase in gender-based violence, and posed detrimental effects on general health and well-being globally [15–19]. Our findings showed that despite the adversities, Some institutional efforts were put in place to support learning and many Nigerian young women and girls demonstrated resilience by engaging in positive activities for professional development and empowerment.

The mandatory closure of schools during this period to reduce transmission of the virus led adoption of distance learning using online platforms in order to ensure the continued teaching and development of students [20]. Unfortunately, these changes were not adopted by all institutions as some participants indicated not receiving any continuing educational support and this may be so because due to poor funding, some public schools may not have been able to quickly adapt to these changes. Also, teachers and students may have faced challenges adapting swiftly to online approaches to support learning and development, especially in a developing country like Nigeria where advanced technology has not been well integrated into the educational system [21]. Furthermore, in many developing countries, there is poor access to internet services and findings have also shown that mobile internet access is about 26% lower for women and girls than it is for men and boys [22]. Even with the efforts to support learning from home, so of girls and women may still be facing challenging situations. For example, our findings revealed that a large proportion of participants (78.8%) felt that their learning and academic work were disrupted because they had to engage in more housework while almost 70% felt it was disrupted due to more tension at home which could also negatively affect mental health of these young people [23]. Women and girls usually carry out the majority of the household chores which is more likely to be increased during crises, especially in households with children and elderly relatives [24]. This usually results in girls spending more time helping out in the home and less time studying. A study carried out in Bengal, India highlighted similar challenges to studying from home such as issues of depression anxiety, an and unfavorable study environment at home [25]. These findings suggest that resilience during the COVID-19 lockdown was shaped not only by individual and institutional factors but also by gendered norms and expectations. For many young girls, increased household responsibilities and restricted mobility may have acted as risk factors, limiting their ability to fully engage with remote learning or personal development activities. At the same time, certain aspects of girlhood such as supportive family networks or community-based initiativesmay have served as protective or promotive factors, enhancing their capacity to adapt. These findings highlight the importance of recognizing gender as a structural and intersectional construct, where experiences of adversity and resilience are mediated by age, socioeconomic status, and cultural expectations [26, 27]. Addressing these intersecting factors is critical to designing equitable interventions that strengthen girls’ resilience in crisis contexts. Nigerian institutions including schools, community organizations, and government agencies are critical in supporting women and girls during crises by maintaining continuity of learning, providing psychosocial support, and creating safe and inclusive spaces for engagement. Investing in digital infrastructure and expanding remote learning opportunities can further reduce the impact of future disruptions.

On a positive note, approximately three-quarters of participants reported that the COVID-19 lockdown period provided them with opportunities for personal growth and skill development. This self-empowerment is particularly significant given the persistent gender inequalities in many African countries, where women’s participation in the workforce remains lower than that of men. These findings offer encouraging evidence of the potential for crisis periods to foster positive personal and societal change [28]. Similarly, other research findings have identified some positive impacts of the lockdown period [29]. Additionally, in response to the lockdown, more than a third of the participants “bounced back” suggesting some form of resilience with either institutional support or personal engagement. During crises, resilience is essential for individuals, communities, and organizations in order to enhance their ability to adapt to uncertainty and promote a transition toward the restoration of order in society [30]. In response to future crises, while we aim to facilitate the recovery process, it is important to note that resilience goes beyond recovery and involves the capacity of a person or system to navigate disruptions while preserving their fundamental practices and objectives [30]. To enhance this, a broader approach to resilience thinking must be developed and encouraged. During the lockdown, many participants faced obstacles, including the abrupt shift to online learning, increased domestic responsibilities, and heightened psychological stress. However, the ability of these young women and girls to persevere through these challenges, engage in self-directed learning, and continue their personal development is a demonstration of their resilience. This resilience should be reinforced by the support of institutions, communities, and social networks, to provide resources and encouragement. Recognizing resilience as a core competence has several important implications for future educational and developmental initiatives. First, it highlights the need for integrating resilience-building activities into educational curricula and professional training programs. By teaching young women and girls how to manage stress, adapt to change, and overcome setbacks, these programs can equip them with the tools needed to navigate future crises more effectively. Second, resilience-building as a core competence can contribute to long-term gender equality efforts. By empowering young women and girls with the skills and mindset to overcome adversity, we can help close the gender gap in education, employment, and leadership thereby driving social and economic progress. Our findings reinforce the notion that resilience is not only a personal resource but also a product of structural support systems.

Although this study revealed some significant findings, it had some limitations, participation in the survey was limited to women and girls who had access to internet services. Using an online survey may have introduced selection bias, as participants with internet access and digital literacy were more likely to respond, potentially underrepresenting women and girls from rural or underserved areas. Also, although participants were ensured that the survey was anonymous, there was no way to confirm that all responses were truthful. Additionally, the cross-sectional design limits the ability to establish causality or observe changes over time. These factors may reduce the generalizability of the findings to all young women and girls in Nigeria. Future research could address these limitations by incorporating offline data collection methods (e.g., paper-based surveys or community-based surveys in rural areas) and adopting longitudinal designs to track changes in resilience and educational outcomes over time. This study primarily relied on descriptive and qualitative analyses to explore resilience patterns, which aligns with its exploratory design. Future research could incorporate inferential methods to examine predictors of resilience and test hypotheses on systemic and individual factors influencing positive adaptation.

Conclusion

While the COVID-19 lockdown brought about significant challenges, particularly in the scope of education and mental health, it also revealed the remarkable resilience and adaptability of Nigerian young women and girls. Despite the disruptions, many were able to engage in personal and professional development, supported by institutional efforts and their determination. This highlights the importance of fostering resilience, not just as a response to crises but as a proactive strategy for long-term empowerment and gender equality. Moving forward, it is important to build on these positive outcomes by developing comprehensive approaches that integrate resilience thinking into educational and social support systems. By doing so, we can ensure that future crises serve as mechanisms for growth, rather than setbacks, particularly for vulnerable populations.

Abbreviations

DFID

Department for International Development

Authors’ contributions

CO and IO contributed equally to all aspects of this work. All authors read and approved the final manuscript.

Funding

No funding was obtained for this work.

Data availability

The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.

Declarations

Ethics approval and consent to participate

Approval was obtained from the research ethics committee of the University of Nigeria Teaching Hospital and informed consent to participate was obtained from all of the participants in the study. Informed consent to participate was also obtained from the parents or legal guardians of any participant under the age of 16. No identifiers were collected to maintain the privacy of the participants. Participation in the study was voluntary, and all participants knew they could decide at any point to opt-out.

Consent for publication

Not applicable.

Competing interests

The authors declare no competing interests.