A new report has revealed that nearly one in three teachers working in conflict-affected communities in Borno State are experiencing severe stress and are considering leaving the teaching profession due to persistent insecurity.
The report, released by the Centre for the Study of the Economies of Africa (CSEA) in Abuja, found that 29 percent of teachers are at risk of quitting as a result of prolonged violence, displacement, and repeated disruptions to education across Nigeria's North-East.
The findings were based on research conducted in Maiduguri Metropolitan Council, Jere, and Konduga Local Government Areas. Researchers surveyed 100 households, observed 17 schools, held 80 focus group discussions, and interviewed 57 key informants.
According to the report, 48 percent of schools in the affected communities have been temporarily closed due to insecurity. Some local government areas have also recorded an average 37 percent decline in student enrolment since 2020.
The study further revealed that 65 percent of households have at least one child out of school, while girls are 23 percent more likely than boys to drop out of school.
In addition, 62 percent of schools lack emergency preparedness or contingency plans, leaving them vulnerable to both security threats and climate-related disasters.
Although 52.9 percent of teachers reported receiving adequate professional training over the past year, nearly half said they had not received sufficient training. The report stressed that continuous teacher development is essential for improving education in conflict-affected communities.
It noted that teachers need updated skills in remedial education, psychosocial support, and adaptive teaching methods to help students recover after school disruptions caused by violence or natural disasters.
The report identified insurgency, communal conflicts, farmer-herder clashes, climate-related disasters, and mass displacement as major factors driving the education crisis in Borno and other parts of the North-East. It also highlighted teacher shortages, damaged school infrastructure, uneven staff deployment, and gender inequality as key challenges affecting access to education.
To address these issues, CSEA recommended increased recruitment and deployment of teachers to high-risk communities, regular psychosocial support training, expansion of accelerated learning and remote education programmes, and stronger collaboration between government agencies and humanitarian organisations.
The report also called for greater investment in emergency education programmes to ensure that learning continues despite conflict or disasters.
Speaking on the findings, CSEA Director of Research, Adedeji Adeniran, described education as a fundamental human right that plays a critical role in reducing poverty and promoting economic growth. He urged governments across West Africa to explore sustainable funding mechanisms to protect education systems from future crises.
Borno State remains one of the regions most affected by Nigeria's out-of-school children crisis, with ongoing insecurity continuing to disrupt teaching and learning.
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