The recent report by Amnesty International has unveiled significant disparities affecting Indigenous youth’s education during the COVID-19 pandemic. Conducted between 2021 and 2023, it draws on over 80 interviews and surveys to underscore pervasive systemic inequities and inadequate consultation with Indigenous communities across various nations, including India, Nepal, Uganda, Kenya, and Mexico.
The report criticizes the lack of “free, prior, and informed consent” from Indigenous communities in the crafting of pandemic responses. This oversight, Amnesty International asserts, has contributed to policies that inadequately address the unique needs of Indigenous students, leading to intensified disparities. The Mexican intercultural youth collective Nuestras Voces remarked on the invisibility of Indigenous complexities in virtual educational systems, highlighting the critical impact on this demographic.
Particularly hard-hit were Indigenous girls and students with disabilities. The study documents a problematic trend in Uganda where an increase in early pregnancies during the pandemic led to a substantial number of school dropouts. Similarly, reports from Nepal indicate a gendered technology gap, compelling tough choices in resource-limited households, often at girls’ expense.
Although global school closures were widespread, many Indigenous communities were already grappling with a “digital divide.” Challenges such as sparse internet access, inadequate technological resources, and costly mobile data exacerbated educational inequities as learning transitioned to digital platforms or broadcast media. Amnesty International’s report describes this pre-existing condition, stressing the marginalizing effects on Indigenous students during and beyond the pandemic.
Governmental and international responses, urged by Amnesty International, should pivot towards respectful emergency planning that incorporates free, prior, and informed consent. Investing in infrastructure improvements such as internet access and developing culturally appropriate learning materials is essential to counteract the entrenched disparities. Special emphasis is needed to support Indigenous languages and foster environments conducive to learning for vulnerable individuals, including pregnant teens and children with disabilities.
In addition, UNESCO provides insight into the added challenges for Indigenous students with disabilities, noting a lack of accessible materials and necessary support for participating in online education. The comprehensive assessment of these impacts remains hindered by limited internationally comparable data connecting disability and education, with many disabilities going unidentified.
The United Nations further emphasizes that Indigenous education systems frequently fail to respect or include Indigenous cultures, thereby reinforcing educational barriers through corporal punishment, bullying, and discrimination—factors contributing to poor academic performance and high dropout rates.
For a detailed examination of the issues outlined in Amnesty International’s findings, access the full analysis on JURIST’s website here.