Nabiswa, JanetChelia, Rose Deng2026-09-292026-09-292022-09-29Nabiswa, J., & Chelia, R. D. (2022). Psychosocial Interventions and Girl child’s Access to Emergency Education within Kakuma Refugee Camp, Kenya.. Quest Journals Journal of Research in Humanities and Social Science, 10(9), pp: 7-142321-9467http://erepository.kibu.ac.ke/handle/123456789/12003Journal ArticleScanty studies have been done on the impact of psychosocial interventions and empowerment of the girl child’s access to education during emergencies especially those situated within refugee camp settings. Education is not just a fundamental right and public good, it also provides an empowering right through which economically and socially marginalized adults and children can liberate themselves out of poverty and fully participate in their societies. This study sought to address this empirical lacuna with reference to girls in Kakuma refugee camp in Kenya. The urgency was reinforced through an assertion by other studies that education needs to be a priority for refugees because children under 18 comprise about half of the global refugee population and that girls are most disadvantaged globally in all refugee contexts. This study evaluated influence of psychosocial interventions on the girl child’s access to emergency education within Kakuma Refugee Camp, Kenya. The study was guided by Maslow’s Hierarchy Theory of Needs as advanced by Abraham Maslow and the psychosocial interventions framework as modified from Ministry of health. The study area was Kakuma Refugee camp within Turkana West Sub-County in Kenya. The study employed a sample survey design. The sample frame was 27 primary schools with a pupil population of 57,000. The girls who formed the targeted population were 14,496 across the 27 primary schools and those sampled for the study were 6000 from 8 schools which had documented psycho-social cases. Guidance and Counselling teachers and Head Teachers were also sampled for this study in addition to two education officers based on their roles and expertise. The study found that only three of the nine psychosocial interventions were fairly rated between 50% and 65% on their application. These were psychotherapy at 64%, guidance and counselling at 60% and remedial classes during holidays at 51%. The study concluded that roll out of psychosocial interventions in the Kakuma refugee camp schools is still low and could have a negative bearing on girl’s access to education in this emergency setting just as could be the case in other emergency settings as averred by previous studies outside the study area. It’s recommended that capacity of teachers and increased funding should be boosted so that psychosocial interventions can be fully applied and spread across to cover a wider number of girls in the emergency settings like Kakuma refugee camp, Kenya.enPsychosocialInterventionsGirl childEmergencyEducationRefugee CampArticle