| Resumo: | This study investigates the educational and social consequences of school closures for Afghan
schoolgirls, with an emphasis on abstract wonderment in the research field to let the theory emerge
from the empirical data. The study investigates the experiences of Afghan schoolgirls in the face
of educational interruption induced by ongoing sociopolitical instability and the resurgence of the
Taliban using a mixed-method methodology that combines qualitative narratives and quantitative
data analysis. The analysis is guided by Glaser’s grounded theory framework, with the key
phenomena of "social and educational consequences of school closures" being explained by the
core category of adaptive coping mechanisms. The findings underscore the severe ramifications
experienced by schoolgirls, which is worsened by societal and familial demands. Despite these
hurdles, girls' resilience, bolstered by familial and community networks, emerges as a
counterweight to hardship.
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