Evidence briefs
What works to support girls with disabilities reaching and staying in school?
A recent multi-country analysis by UNESCO revealed that children with disabilities were more likely to be out of school than children without disabilities across Low and Middle Income (LMIC) countries, with some evidence from the available datasets that girl children with disabilities were more likely to be out of school than boy children with disabilities. Access to quality education can break cycles of poverty, decrease risk of violence and increase both access to livelihoods and individual wellbeing. It is therefore vital to understand what works to support girls with disabilities reaching and staying in school. In line with the Sustainable Development Goals, Incheon Strategy and United Nations Convention on the Rights of Persons with Disabilities, this brief is part of a series on girls’ and women’s empowerment
- Education
- Cross-cutting