The Violation of Children’s Right to Education in the Northwest and Southwest Regions ‎of Cameroon during the Ongoing Anglophone Crisis

Yenika Herman Bamnjo

doi:10.65826/IJPCR.1.2.2026.34

Authors

Yenika Herman Bamnjo Department of Political Science, Faculty of Law and Political Science, The University of ‎Bamenda, Cameroon https://orcid.org/0000-0002-9960-6744

DOI:

https://doi.org/10.65826/IJPCR.1.2.2026.34

Keywords:

Anglophone Crisis, Armed Conflict, Psychosocial Effects, Child Protection

Abstract

This study investigates the impact of the Anglophone crisis on children’s right to ‎education in the Northwest and Southwest regions of Cameroon, with a particular ‎focus on child protection mechanisms. The objective was to examine how conflict ‎conditions affect children’s access to education, their emotional well-being, and the ‎institutional responses designed to support them. A descriptive survey research ‎design was adopted, targeting a population of conflict-affected children and ‎education stakeholders. The stratified random sampling technique was used. Data ‎were collected using structured questionnaires and analysed through descriptive and ‎inferential statistics, including frequency distributions, mean scores, standard ‎deviations, and Pearson correlation analysis. Findings revealed that 79.7% of ‎respondents reported direct disruption of their education, 80.5% linked school ‎closures to emotional distress and reduced motivation, and over 70% disagreed that ‎child protection services are adequate. Based on these results, recommendations ‎include strengthening community-based child protection, scaling trauma-informed ‎education, improving humanitarian coordination, and developing alternative learning ‎platforms. The study provides a strong empirical basis for integrated interventions to ‎uphold children’s right to education and well-being in conflict settings‎.

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