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Gender-Based Violence, Armed Conflict and their Psychological Impact on Students Education in Goma, North-Kivu, Dr Congo

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  • Yvon Mwengwe Muhongo

Abstract

Purpose: This study aimed to examine the relationship between gender-based violence (GBV), armed conflict, psychological wellbeing, and educational outcomes among female students in Goma, in the eastern Democratic Republic of Congo. It specifically sought to understand how exposure to violence and insecurity influences students’ mental health and their academic performance, including attendance and concentration. Methodology: The study employed a quantitative cross-sectional research design. A total of 527 female students were selected through stratified random sampling from secondary schools and higher education institutions in Goma. Data were collected using structured questionnaires. The analysis was carried out using descriptive statistics, Chi-square tests, ANOVA, Pearson correlation, and multivariate regression to examine associations and predictive relationships among variables. Findings: The results showed that 71.3% of respondents had experienced at least one form of gender-based violence, while 84.6% reported repeated exposure to armed conflict or insecurity. Psychological distress was highly prevalent, with 63.8% reporting anxiety symptoms, 58.4% trauma-related symptoms, and 47.2% depressive symptoms. A significant association was found between gender-based violence and psychological distress (χ² = 42.61; p < 0.001), confirming a strong link between exposure to violence and mental health outcomes. Armed conflict significantly predicted trauma-related psychological disorders (F = 29.74; p < 0.001). Furthermore, Pearson correlation analysis revealed a strong negative relationship between psychological distress and academic performance (r = –0.61; p < 0.001), attendance (r = –0.53; p < 0.001), and concentration (r = –0.57; p < 0.001), indicating that increased psychological distress is associated with poorer educational outcomes. Overall, the study concludes that gender-based violence and armed conflict are major determinants of psychological vulnerability and educational disruption among female students in Goma. Unique Contribution to Theory, Policy and Practice: The principal contribution of this study lies in providing empirical evidence from on the cumulative effects of gender-based violence and armed conflict on female students’ psychological wellbeing and educational outcomes. While both issues have often been studied separately, this research demonstrates their interconnected impact within a conflict-affected educational context. The study contributes locally grounded quantitative data and offers an explanatory model linking violence exposure, trauma symptoms, and educational decline, thereby supporting evidence-based interventions for education and psychosocial protection in eastern of DR Congo.

Suggested Citation

  • Yvon Mwengwe Muhongo, 2026. "Gender-Based Violence, Armed Conflict and their Psychological Impact on Students Education in Goma, North-Kivu, Dr Congo," Journal of Advanced Psychology, CARI Journals Limited, vol. 8(2), pages 1-22.
    • Handle: RePEc:bhx:ojapsy:v:8:y:2026:i:2:p:1-22:id:3780
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    1. Amber Peterman & Alina Potts & Megan O'Donnell & Kelly Thompson & Niyati Shah & Sabine Oertelt-Prigione & Nicole van Gelder, 2020. "Pandemics and Violence Against Women and Children," Working Papers 528, Center for Global Development.
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