IMPACT OF BANDITRY ON STUDENTS’ PSYCHOLOGICAL WELL-BEINGAND SCHOOL ATTENDANCE ON CURRICULUM DELIVERY IN UPPERBASIC SCHOOLS IN NORTH-WEST NIGERIA

Abstract

This study examined the impact of banditry on students’ psychological well-being and school attendance and its
implications for curriculum delivery in upper basic schools in North-West Nigeria. The study was guided by two
objectives, two research questions and two hypotheses. A descriptive survey research design was adopted. The
population comprised 1,265,457 teachers, students and Quality Assurance officials, from which a sample of 384
respondents was selected using a multi-stage sampling technique. Data were collected using a validated
questionnaire with a reliability coefficient of 0.819. Mean and standard deviation were used to answer research
questions, while the Kruskal–Wallis H test was employed to test hypotheses at the 0.05 level of significance.
Findings revealed that banditry significantly affects students’ psychological well-being, resulting in fear, anxiety,
trauma and reduced concentration in learning. It also significantly disrupts school attendance due to insecurity,
fear of attacks and school closures. The results further showed significant differences in perceptions among
respondent groups. The study concluded that the combined effects of psychological distress and irregular
attendance undermine effective curriculum delivery. It recommends that; psychosocial support services, improved
school security, attendance recovery programmes, and strengthened policy implementation to ensure continuity
of education in conflict-affected areas.