ABSTRACT
As we learned from the previous research, the factors related to the school and learning environment (long and busy school days, distance from and travelling to school, the issues of food, classroom conditions, fellow students, school practices, teachers’ attitudes and pedagogical skills, curricula, etc.), affect not only female access to education, but the girls’ and women’s well-being at school as well. To discuss these factors, and to learn from Leyla’s narrative, in line with the key idea of the vcr-method, before I start talking about, and analysing her and other women’s experiences and insights, I give room for her first to speak about her primary and secondary school experiences and insights (Connell 2007; Reinharz 1992).
