Living with Barriers: Women and Children with Disabilities in Kyrgyzstan

Author: Lena Abara

October 29, 2026

Children in school in Kyrgyzstan [Image credit: The Borgen Project]

Kyrgyzstan, located in Central Asia, has a recorded population of 7.2 million (BTI, 2026).  Since the early 1990s, the national public administration system has continued to suffer economic instability stemming from the country's transition to a democracy (UNDP, 2012). This transition has led to negative changes for gender equality as both discrimination and violence against women have increased (UNDP, 2012). The societal patriarchal notions, discriminatory gender stereotypes, and distribution of unpaid work continue to make women more economically vulnerable in the region (UNDP, 2023). The subsequent economic downturn led to the deterioration of living standards, and the rapid urban population growth has not been matched by job creation in the economy (UNDP, 2012). The lack of jobs has caused poverty rates to increase and has particularly affected elderly individuals, persons with disabilities, ethnic minorities, youth, children, and women throughout the country (UNDP, 2012). 

In terms of education, the inequalities between the genders widen as girls are offered fewer opportunities and support to continue their studies (UNICEF). Girls drop out of school at higher rates, and many enter into formal or informal marriages before the age of 18 (Saferworld; Spotlight Initiative, 2023). Many of these girls become mothers between the ages of 13 and 17 as prejudice, gender norms, corruption, and religion continue to normalize child marriage in the region (Spotlight Initiative, 2023) (Saferworld). 

Many of the challenges in the educational system have been caused by a lack of necessary resources for education, such as teachers, a good curriculum, and the number of public schools, and well-run facilities (Chicherina, 2022). The barriers to education become more apparent when disabled children try to enroll, and there are currently around 3,000 children who are being segregated into residential institutions or special schools that are facing neglect, segregation, and discrimination (HRW, 2023). These institutions and schools are not necessarily equipped with the infrastructure necessary for disabled children, as only around 8% of schools do in the country (Meimanbekova, 2022). 

In order to be enrolled in public education, children with disabilities undergo either a Psycho-Medical Pedagogical Consultation (PMPC) or a Medico-Social Commission of Experts (MSCE) evaluation overseen by the country’s Ministry of Education (HRW, 2023). In the residential special schools, the teachers have little guidance on how to educate disabled children and how to create individualized approaches for students with varying needs (HRW, 2023). For example, the Human Rights Watch (HRW) researchers witnessed instances where a child would be moved up to different grades by teachers and school officials without clear proof that they have learned the necessary skills within their courses (HRW, 2023). Overall, it becomes difficult for children to get enough schooling to receive a diploma, and this creates a further barrier to accessing higher education later on (HRW, 2023). 

A dormitory in the Uch-Korgon residential special school [Image credit: Laura Mills/Human Rights Watch]

In HRW’s reporting, both the PMPC and the MSCE evaluations have led to discriminatory practices in enrollment, and many families are forced to educate their child at home, as these evaluation results effectively exclude them from attending mainstream schools (HRW, 2023). Of the nearly 32,000 disabled children in the country, upwards of 2,000 of these children do not receive any kind of education, and only 10,925 kids are known to be receiving education of any kind (HRW, 2023). 

The shortcomings of home education begin as many of the teachers don’t have the training necessary to oversee disabled children. Inclusive education expert Rakihat Orozova believes that home education is the “easiest” means of getting rid of disabled children, specifically if the “PMPC decides they are incapable of receiving education” (HRW, 2023). In general, home-based education can quickly become a new form of hidden segregation as the children lack communication with peers and social interaction (Meimanbekova, 2022). 

This form of segregation and isolation particularly affects disabled women and girls in the country in large numbers. In statistical terms, out of the 212,000 people with disabilities registered in the social protection system, around 47% were women and girls in 2023 (HRW, 2023). Particularly in rural areas and remote regions, many disabled girls are only allowed to communicate with immediate family members, and their restricted mobility amplifies their risk of experiencing violence (HRW, 2023). 

In Equality Now’s report, they note that the legal definitions of rape were “based on the threat or use of violence and helplessness, rather than the absence of consent” in the countries of Kazakhstan, Kyrgyzstan, and Uzbekistan (Equality Now, 2025). In their legal framing, evidence of physical resistance is required in practice which is disadvantageous to survivors who can’t fight back or report swiftly and leads to perpetrators avoiding punishment altogether (Equality Now, 2025). 

According to a survey by the Union of People with Disabilities, more than 1 in 4 disabled women reported experiencing sexual violence, and 140 of the 150 women had experienced at least one form of violence—including sexual, physical, psychological, digital, or economic violence (Equality Now, 2025). Multitude of barriers are preventing survivors from being able to speak out and the lack of having adequate communication support systems causes ongoing fear of potential retaliation (Equality Now, 2025). Lacking mobility hinders women from making key decisions about their lives, and those under guardianship can be prevented from filing complaints or giving testimony on their case (Equality Rights, 2025).   

Throughout the decades, many global governance structures have continued to advocate, hold conferences, and adopt conventions in relation to persons with disabilities. One of the most important recent contributions was the United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) in 2006. The CRPD was created in an effort to change the attitudes and approaches to disabled individuals globally (United Nations, 2026). It stressed the significance of promoting these disabled individuals as having the same capabilities in claiming their own rights and making decisions for their lives based on informed consent (United Nations, 2026). When it became open for signatures in 2007, it had the highest number of signatories on its opening day in history and was the first comprehensive human rights treaty of the 21st century (United Nations, 2026). 

By signing (in 2011) and ratifying (in 2019) the CRPD, the Kyrgyz Republic made a commitment to promoting, protecting, and ensuring “the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities” and the continued commitment to promoting “[the] respect for their inherent dignity” (UNICEF, 2021). In 2025, the republic addressed specific amendments relating to disability rights and announced there would be increased penalties for sexual violence offenses and recognized disability as an aggravating factor (Villanueva, 2026). Further amendments were added, such as life imprisonment and no parole eligibility for those convicted of sexual violence crimes that targeted people with disabilities (Equality Now, 2025). 

As the leader of the Union of Disabled People in Kyrgyzstan, Gulmira Kazakunova stated that these amendments were “a significant” step in combating sexual violence within the country, as these changes “aims to increase accountability for such offenses and strengthen protecting the rights of the most vulnerable” (Equality Now, 2025). Equality Now summarizes in their report that these legal developments signal a shift in the gravity of these types of violations and call to action; however, these changes do not end with solely punitive measures, as these survivors still need access to investigations, non-discriminatory legal processes, and multisectoral support services (Equality Now, 2025). 

On the education side, the Cabinet of Ministers has recently announced the expansion of inclusive education rules for school-aged children to ensure equal access to quality education and create appropriate conditions for such students (Aigyrov, 2026). The expansion plans include adapting the curriculum based on the child’s abilities and utilizing more flexible academic workloads and teaching methods (Aigyrov, 2026). 

A prominent governance structure working towards advocating for disabled women’s rights is the UN Women Europe and Central Asia division. This division focuses on the fundamental priority areas related to women’s equality, such as intergovernmental support, economic empowerment, and ending violence against women (UN Women, 2026). This past June, over 200 women and men pledged to support gender equality and women’s rights at the EU Fest 2026 in the Kyrgyz Republic (UN Women, 2026). During the festival, thousands of people engaged in meaningful dialogue about ongoing stereotypes that actively hurt women and girls throughout the country (UN Women, 2026). As one participant said, “In our country, girls and young women are constantly told what to wear, what to say, and how to behave, as if being born a girl comes with a rulebook written by others. Events like this remind us that we are not alone [...] Together we learn, we grow, and we rewrite the stories told about us. Our power lies in seeking knowledge” (UN Women, 2026). 

Participant at the “Wall of Reflection” during the EU Fest. [Image credit: UN Women Kyrgyzstan/UN Women Europe and Central Asia]

To conclude, the country of Kyrgyzstan faced drastic changes as the new democratic principles and market economy caused instability in the administrative systems and deterioration in living standards (UNDP, 2012). The rapid urban population growth has not matched the job creation rate, and this has particularly affected persons with disabilities, children, and women (UNDP, 2012). The lack of firm stability in the governmental structures permeates the educational institutions where girls and disabled children face a significant number of challenges. Disabled children continue to be forced into segregated residential institutions where they face continued neglect, and the surrounding infrastructure lacks the capabilities to fully support their educational needs (HRW, 2023; Meimanbekova, 2022). Both the PMPC and MSCE evaluations to enter school have been plagued with discriminatory practices, and many have to turn towards home-based education (HRW, 2023). Disabled women and girls in these educational situations experience limitations on their social interactions and physical movements. This limited mobility amplifies the risk of these individuals experiencing violent harm, and the multitude of barriers continue to cause fear and stigma amongst victims (Equality Rights, 2025). 

Recent legislation relating to the CRPD saw increased penalties for sexual violence offenses, such as life imprisonment (Equality Now, 2025). Even as the penalties increase, the continuation of support for victims in the form of investigations and non-discriminatory legal help is essential (Equality Now, 2025). The Cabinet of Ministers' expansion of inclusive educational methods for disabled children and the further work by governance structures in relation to women’s rights continues to be a promising step in the region. As there continue to be gaps in policy and practice in the country’s public administration, the movement of social activism and human rights reporting will hopefully continue to create change within the Central Asian region (UNDP, 2012). 

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Glossary 

• Anti-Gender Movement - International movement which opposes what it refers to as gender ideology, gender theory, or genderism.

• Child Marriage - Child marriage refers to any formal marriage or informal union between a child under the age of 18 and an adult or another child.

• Civil Society Organizations (CSOs) - Non-State, not-for-profit, voluntary entities formed by people in the social sphere that are separate from the State and the market. CSOs represent a wide range of interests, and they can include community-based organizations as well as non-governmental organizations (NGOs).

• Democratic Transition - Democratic Transition is the process through which a nation evolves from an authoritarian regime to a democratic political system. This transformation involves establishing electoral processes, enhancing civil liberties, and fostering political pluralism.

• Gender Equality - Access to rights or opportunities is unaffected by gender and all genders are impacted, including men, trans and gender-diverse people. This in turn impacts children and families, and people of all ages and backgrounds.

• Gender Reforms - Refers to changes in policies, practices, and social norms that aim to give people equal access, rights, and choices in work, education, and society.

• Gender Stereotypes - Generalized views about attributes or characteristics, or the roles that are or ought to be possessed by, or performed by, women and men. These are harmful when they limit women’s and men’s capacity to develop their personal abilities, pursue their professional careers, and/or make choices about their lives.

• Medico-Social Commission of Experts (MSCE) - Official authority responsible for assessing, certifying, and legally recognizing a citizen's disability status.

• National Public Administration System - The national public administration system is the official network of state institutions, executive bodies, and local self-governments outlined in the Constitution of the Kyrgyz Republic to manage public policy and enforce laws.

• Punitive Measures - Actions taken to impose penalties or sanctions on an entity to influence its behavior.

• Psycho-Medical Pedagogical Consultation (PMPC) - Government-run, multidisciplinary body of experts responsible for assessing and diagnosing children with special educational needs, determining their educational pathways, and providing specialized support recommendations.

• Residential Special School - State-run boarding institution where children with disabilities live and study full-time, separated from their families and mainstream public schools.

• Societal Patriarchal Notions - Cultural beliefs and values that view men as natural leaders and decision-makers while assigning women to subordinate or supportive roles.

• Social Protection - Set of policies and programs designed to reduce poverty, manage risk, and support vulnerable people through life crises, unemployment, or old age.

• UN Convention on the Rights of Persons with Disabilities (CRPD) - An international human rights treaty adopted by the UN in 2006 that was designed to protect and promote the equal human rights and dignity of persons with disabilities.

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References

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2. BTI. “Bertelsmann Stiftung’s Transformation Index (BTI) 2026.” BTI , 2026, bti-project.org/en/reports/country-dashboard/KGZ

3. Chicherina, Ekaterina. “Construction of girls’ educational projects in Kyrgyzstan from the intergenerational perspective.” Child Indicators Research, vol. 15, no. 4, 4 Mar. 2022, pp. 1233–1254, https://doi.org/10.1007/s12187-022-09919-3

4. Equality Now. “Kyrgyzstan: Legal Amendments Aim to Strengthen Punishment for Sexual Violence against Survivors with Disabilities  .” Equality Now, 2025, equalitynow.org/news/news-and-insights/kyrgyzstan-legal-amendments-aim-to-strengthen-punishment-for-sexual-violence-against-survivors-with-disabilities/

5. Equality Now. “Women with Disabilities Unprotected against Sexual Violence in Central Asia.” Equality Now, 2025, equalitynow.org/news/press-releases/women-with-disabilities-unprotected-against-sexual-violence-in-central-asia/

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8. Meimanbekova, Kalys. “Mirages and Harsh Reality of Inclusive Education in Kyrgyzstan.” Central Asian Bureau for Analytical Reporting, 2022, cabar.asia/en/mirages-and-harsh-reality-of-inclusive-education-in-kyrgyzstan 

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13. UN Women. “What We Do .” UN Women – Europe and Central Asia, 2026, eca.unwomen.org/en/what-we-do-5

14. UNDP. “Gender Equality and Women’s Empowerment in Public Administration.” UNDP, 2012, www.undp.org/sites/g/files/zskgke326/files/publications/KyrgyzstanFinal%20-%20HiRes.pdf

15. UNDP. “UNDP Kyrgyzstan Gender Equality Strategy 2023-2027.” UNDP, 2023, www.undp.org/kyrgyzstan/publications/undp-kyrgyzstan-gender-equality-strategy-2023-2027

16. UNICEF. “Gender Equality.” UNICEF Kyrgyzstan, www.unicef.org/kyrgyzstan/gender-equality

17. United Nations Children’s Fund (UNICEF). “Situation Analysis: Children and Adolescents with Disabilities in Kyrgyzstan .” UNICEF, 2021, www.unicef.org/kyrgyzstan/reports/situation-analysis-children-and-adolescents-disabilities-kyrgyzstan

18. United Nations. “Convention on the Rights of Persons with Disabilities (CRPD) .” United Nations, 2026, social.desa.un.org/issues/disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd

19. Villanueva, Joshua. “Kyrgyzstan Urged to Deliver Disability-Inclusive Protections for Women and Girls amid Pervasive Abuse and Justice Barriers.” - JURIST - News, 2026, www.jurist.org/news/2026/03/kyrgyzstan-urged-to-deliver-disability-inclusive-protections-for-women-and-girls-amid-pervasive-abuse-and-justice-barriers/