Conflict, Violence, and Educational Disruptions: Evidence from Chikun Local Government, Kaduna State, Nigeria

Abstract

Conflict and insecurity pose significant obstacles to educational progress throughout sub-Saharan Africa, particularly in fragile contexts like northern Nigeria. This paper investigates the effects of conflict and violence on educational accessibility and attendance in Chikun Local Government Area (LGA), Kaduna State, Nigeria. Employing a mixed-methods strategy that incorporates survey information from 300 households, key informant interviews, and secondary data, the study reveals that insecurity has led to widespread school closures, decreased attendance, increased dropout rates, and heightened gender inequalities in education. Regression analysis demonstrates that income level, parental education, and proximity to conflict zones are significant indicators of school attendance. The results underscore the urgent need for targeted interventions that enhance school safety, strengthen community resilience, and provide increased psychosocial support for affected children