Prioritizing safe schools in Nigeria: A key to sustainable educational development [commentary]

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2025-01-03 DOI:10.1016/j.ijedudev.2024.103199

Amos Abimbola Oladunni , Abubakar Haruna Usman , Oluwatoyin Elizabeth Afolabi , Sorinola Florence Wuraola , Ify Shalom Opone , Adeshola Adebayo , Nathaniel Oladunni , Adedayo Olutoye , Mariam Afolake Rasak

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引用次数: 0

Abstract

Insecurity poses a significant threat to stability and development in Nigeria. In March 2024, the country witnessed a harrowing incident in which over 200 students from Government Secondary School in Chikun Local Government Area of Kaduna state were abducted. This reminds us of the previous kidnappings of Chibok girls from the Government Girls Secondary Schools Chibok, Borno state, in April 2014 and Dapchi school girls from a government girls’ technical college, Bulaburin in the state of Yobe in February 2018. Kidnappings and abduction for ransom have become a large industry in Nigeria; this marks a devastating turn in the fight against insurgency in Northern part of the country and poses a significant question as to whether or not our schools are still a safe haven for innocent young students. This commentary discusses the impact of insecurity on the education and mental health of children, including key priority areas that are necessary for safety of schools, and protection of innocent lives of the students in Nigeria.

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.