Witchcraft Beliefs and Demonic Attacks as Barriers to Girls' Secondary Education in Rural Tanzania

Abstract

This study examined how beliefs in witchcraft and fears of demonic attacks impede girls' secondary education in rural Tanzania. Guided by Malinowski's Theory of Magic and Liberal Feminist Theory, the research comprised semi-structured interviews with 36 participants—12 affected girls, 8 teachers, 12 parents, and 4 school heads—across four rural day secondary schools. Thematic analysis identified four key factors: entrenched cultural beliefs in witchcraft, limited religious engagement, menstrual challenges exacerbated by inadequate WASH facilities, and strained school-community relationships. While school staff and most students attributed the attacks to spiritual causes, most parents (8 of 12) believed the girls were feigning symptoms. The attacks severely disrupted schooling, reducing attendance and completion rates, with over 20 girls dropping out at one school between 2019 and 2021. Affected girls experienced fainting, anxiety, and shame, and many were forced into early marriage, violating Tanzania's Free Basic Education policy. The study concludes that these beliefs function as patriarchal control mechanisms, compounded by poverty and poor infrastructure. Recommendations include improving WASH facilities, fostering school-community dialogue, engaging religious and local leaders, providing trauma-informed counselling, and enforcing laws against early marriage and witchcraft-related offences.

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Keywords

Demonic Attacks
,
Witchcraft Beliefs
,
Girls’ Education
,
Secondary Schools
,
Tanzania

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Submitted:
Published: September 21, 2026