Across Benue, Katsina and Niger states, classrooms have turned into safe haven for internally displaced persons pushed out of their homes due to rising onslaughts by bandits. For thousands of children in these states, education has been put on hold as their schools now double as shelters for displaced persons. With no clear end in sight, the fate of an entire generation hangs in the balance, raising urgent questions about the future of learning in conflict-hit communities, Weekend Trust reports.

In Benue State, the fate of many school-age children hangs in the balance as victims from rural communities ravaged by armed invasions take over educational facilities for shelter.

Our correspondent reports that many displaced persons across crisis-torn local government areas, including Guma, Logo, Agatu, Kwande, Gwer West, Apa and Makurdi, have sought refuge in classrooms, disrupting school activities.

A parent, Anita Ikyur, said the NKST Primary School, in Logo Local Government Area had long been inhabited by IDPs from the troubled areas, such that there has been the absence of academic activities in these schools for the five past years.

Worried that academic activities have been suspended for pupils these years because their classrooms are now take over, she said, “The IDPs are using the school buildings. They live there, so learning hasn’t been going on. It is a worrisome development that government must look into as only those who have money to register their children in private schools within the town are getting educated while those of us who do not have the means leave our children at home.”

Another parent, Mande Achagh, said the situation was worse in his Agagbe community of Gwer West Local Government Area, where many displaced persons take shelter in camps, schools and other communities.

“The situation is bad in Gwer West and affecting schooling seriously. I expect the government to look into this challenge by finding alternative shelters for the displaced people so that our children can return to their classrooms.

“The future of these children hanging academically is not right. I feel bad because in some cases, the children learn under the trees while others have stopped schooling completely,” Achagh said.

Jacintha Terhemen, a secondary school student in the recently attacked Yelwata community of Guma Local Government Area, said although her school was not taken over, the primary school classrooms in the area were being shared with displaced people.

“It is affecting learning because pupils can’t properly access their classrooms. I feel sad about the situation and I think the government should do something about this urgently,” she said.

An educationist, Ernest Adanu, warned that the continued occupation of schools by IDPs in Benue posed grave implications for the future of children’s education.

Adanu said the development had led to disruption in learning, overcrowding and a decline in the quality of education across the affected communities.

When classrooms are converted into shelters, children are automatically denied access to learning. This does not only widen the gap in literacy and numeracy but also increases the risk of long-term school dropouts,” he said,

He further explained that prolonged closure of schools due to displacement erodes children’s interest in education, exposes them to child labour and early marriage, and could worsen insecurity in the long run as out-of-school youths become vulnerable to criminal activities.

Adanu advised the government to fast-track the construction of temporary shelters for IDPs and ensure that children return to school without delay, adding that urgent collaboration with international development partners is necessary to prevent a collapse of education in the state.

Meanwhile, the State Emergency Management Agency (SEMA) said the government was making a headway to address the situation with collaboration of the International Organisation for Migration (IOM), European Union (EU) and other foreign bodies.

The agency disclosed that talks were ongoing about the funding to expand support and help to implementing the recently launched durable solutions to address urgent needs, such as shelter, food security, health care and essential services for IDPs.

The programme manager of IDPs at SEMA, Zege Orseer Gaius, also told our correspondent that the agency was working hard to relocate displaced persons from school buildings so that pupils and students could go back to their classrooms.

“We had started work before now. In Gwer West, most of the IDPs are in school buildings, particularly in Naka and Agagbe, where they are in primary schools.

“We have started discussions with the IOM on a programme to build temporary shelters everywhere. That was why we moved some IDPs from the markets and beside housing estate in Makurdi to the mega shelter provided by IOM. We are working towards more of such shelters so that children can freely attend school. In some places, children are still able to go to school where the IDPs occupy open fields in the premises, while in others they are not going to school at all.

“At Ugba in Logo and Ortese in Guma camps, schools still operate side by side with IDPs who use some classrooms. The Benue State Government has launched an action plan for durable solutions to resettlement, but the protocol is extensive. The plan is in place, and the government is seeking funding through the UN, EU, and other foreign partners to implement it. The project is estimated at N1 trillion, so it is huge and consists of all infrastructure that will finally rest these challenges.

“We will soon have all IDPs relocated from schools in Benue. Currently, there are seven of such camps where learning is being disrupted – Anyiin, Ugba, Ortese, Naka’s UBE, NKST, LGEA, and GSS Gbajimba,” Gaius disclosed.

NIGER

Some of the schools being used as IDP camps in Niger State include Central Primary School, Gwada; Central Primary School, Kuta and Central Primary School, Erena, all in Shiroro Local Government Area.

One of the parents of displaced persons, Ahmed Almustapha in Kuta camp, told Weekend Trust that some children had been moved to Model Primary School while few classrooms were reserved for academic activities at Central Primary School.

“Not all classrooms are occupied by displaced persons. Some classes are still being used for children’s education, but some parents have withdrawn their children from Central Primary School, where IDPs are accommodated, and enrolled them in Model Primary School. Only displaced persons’ children are not going to school right now.

Some volunteer teachers used to come and teach them, but they have stopped coming. We don’t know why,” he said.

With the affected schools being occupied by IDPs, most pupils have been forced to relocate or drop out of school. This situation has not only affected academic activities, pupils and teachers but also put a strain on the already dilapidated infrastructures in the school, leaving the environment in a completely deplorable state. The head teacher of Central Primary school, Kuta, Ya’u Ibrahim, said he was left with only 9 classrooms with a population of 1, 360 pupils, explaining that other classrooms have been occupied by displaced persons.

Ibrahim lamented that activities of the displaced persons, especially the issue of open defecation, posed a serious health challenge to members of staff of the school and pupils.

“Honestly speaking, the presence of IDPs poses a serious health challenge to us. They defecate anywhere within the school and everywhere is smells.

“The displaced children are not enrolled in my school; I don’t know why. None of our pupils has left because of the presence of IDPs in the school. The only challenge we have is inadequate classrooms because we have to divide the pupils into three shifts every day to avoid overcrowding. The living condition of the IDPs is of great concern too,” he said.

One of the teachers at the Central Primary School, Kuta, Audu Isah, said displaced children found it difficult to join them even when they are invited. He also lamented the unhygienic environment of the school and the increasing open defecation being experienced in and around the premises.

He said, “We don’t have a problem being in their midst, the only challenge is that they defecate anywhere and everywhere. Their children are not also willing to join us, even when we invite them.”

Hussaina Aliyu, another teacher whose daughter is also a pupil in the school, said they had been encouraging displaced parents to enroll their children in the school to acquire education but to no avail.

Although they are willing to enroll and educate displaced children, for her, the challenge is inadequate learning materials and uniforms. “We are, however, encouraging their parents; and some of them are cooperating with us and allowing their children to join. We have many displaced children in primaries 1 to 4. The only challenge is indiscriminate defecation and poor hygiene, but we are also encouraging them to maintain proper hygiene, she said.

In January this year, the Niger State Government banned the collection of Parents-Teachers Association (PTA) charges in all public primary and secondary schools across the state.

Governor Muhammed Umaru Bago, who announced the ban during a tour to Sarkin Pawa, Munya Local Government Area, said the move was to encourage enrolment and reduce the rate of out-of-school children in the state.

Bago also directed that children in public schools be allowed to wear their home cloths instead of the compulsory uniforms following complaints of cost by some IDP parents.

He said the government would henceforth take charge of the payment of PTA fees to all the schools to offset the burden on parents and guardians.

He also cautioned headmasters and principals in public schools to stop the collection, saying that anyone found wanting would be sanctioned.

The governor advised parents to enroll their wards in school, especially the girl- children, adding that school uniform should not be made compulsory for any child.

“Allow your children to go to school. And school uniform should not be your impediment. Please report any teacher that sent your child back home and he will also be sent packing from the school,” he said.

Abdukareem Muhammad Tunga, a displaced person who sought accommodation at Central Primary School, Erena, said many of their children, including his four children, had abandoned education to focus on survival.

“Our children no longer go to school. I have four, but I haven’t thought about their education since we arrived at the IDP camp. We are fighting to survive,” he said.

Salamatu Yakubu, a mother of six, also said her children were in school before they were displaced in April 2024, but none of them currently attends school.

Yahuza Garba also said, “There is nothing like education for our children. We are struggling to eat, so we can’t afford schooling for now. We were displaced in April 25, 2024.”

Weekend Trust also learnt that poor toilet facilities pose serious concern in the primary schools used as IDP camps, forcing many to resort to open defecation.

One of the parents in Kuta, Ahmed Ja’afar Soso, said non-IDP children had continued their education in classrooms reserved for them in the affected schools but displaced children are finding it difficult to continue schooling.

A 10-year-old displaced person, Yahuza Shuaibu from Bassa community, whose dream is to become a medical doctor, told our correspondent that he was in Primary 4 when his father was killed. As a result, he had to give up his education because his mother could no longer afford to support him.

“I stopped schooling because my father is no longer alive to pay my school fees. Currently, we are not doing anything. If someone can help me I would like to continue my education up to university level. We beg in the streets to find something to eat. While some people help us, others chase us away. I don’t feel happy whenever I go to beg for food and people turn us away,” he lamented.

Facing a similar fate is a 10-year-old Siyama Shuaibu, who once dreamt of becoming a teacher. She now roams the streets of Kuta town begging for food.

Our correspondent in Katsina observed that children of school age roam the streets of major towns across the state due to banditry and other criminalities. With no official camps for displaced persons in the state, they often stay with relatives in urban centres, while others occupy schools or hang around public buildings, a situation that has halted academic activities in some schools.

Recently, displaced persons from over 12 communities in parts of Bakori and Faskari local government areas dislodged by bandits took over some classrooms at Nadabo Primary School in Bakori town; and they are yet to vacate the premises as schools resume for a new academic session after the third term holidays.

A member of the PTA of Nadabo Primary School, Bakori, who preferred to be anonymous, said internally displaced persons had disrupted the education of hundreds of their children. He appealed to the authorities to look for a solution to the situation as it threatens education in the state.

He noted that many displaced persons were occupying the classes with their animals, such as goats and sheep.

“You can imagine the disruption this would cause if lessons were to be conducted for pupils. It may not be as easy as anyone would think,” he said.

Mustapha Ahmed, a pupil at Nadabo Primary School, Bakori, said they were asked to stay at home due to insufficient classrooms to accommodate them following the continued occupation of a number of classes by internally displaced families.

So, the fate of hundreds of pupils and students of the affected schools are uncertain as they remain at home, while others are comfortably taking lessons in their schools elsewhere.

A classroom teacher at Unguwar Gambo Primary School who spoke on condition of anonymity highlighted the effect of insecurity on the education sector, saying hundreds of children who ought to be in school have fled to safer places to do menial jobs.

The teacher said, “Unguwar Gambo Primary and secondary schools operate in fear. The students and pupils come from far communities; and sometimes lessons start late, a situation that is not good for the system. I want to call on the government to urgently rescue residents of Burdugau community from continued attacks by occupation by bandits.”

According to the Kâtsina State Universal Basic Education Board, about 11 local government areas have recorded a surging number of out-of-school children due to insecurity. The board said about 70 per cent of its schools in the 11 worst hit local government areas were closed due to insecurity.

Parents speak

Parents of pupils in the affected schools have continued to express concern over the continued occupation of the schools by the hoodlums and internally displaced persons, which they said had hampered the education of their children, who they lamented had already wasted a lot of time without completing primary and secondary education.

Aminu Yahaya Kogon Yammawa, a resident of Matazu Local Government Area, said that education, which is the bedrock of any meaningful society, had been halted in their community, stressing the dire need for peace to be restored in the state to enable their wards return to school.

“I think there is no better time than now to solve this crisis, which has forced our children out of school. The children have been idle at home while others are comfortably attending schools in other places,” he said.

Similarly, another parent, Musa Jakada, called for synergy between stakeholders to seek a solution to the situation as the fate of their children’s education continues to hang. He suggested that the authorities make alternative arrangement for pupils whose schools have been occupied by IDPs.

“My children have been at home for close to 10 years, which is impacting negatively on them academically. They have forgotten most of the things they learnt in school and believe they have to start all over again to be able to catch up.

“The best way is to find an alternative means of getting them back to school and prepare them for future challenges,” he said, adding that his daughter, Amina, is eager to return to school as she aspires to be a medical doctor. He appealed to the relevant authorities to work towards restoring peace in their communities to enable their children resume academic activities in their various schools.

Amina, a pupil, reiterated the need to return to school, believing that no development could take place without sound education, saying that even the current insecurity and poverty were fueled by ignorance and illiteracy, and the only solution is education.

Amina said, “My father said he could not afford to take me to the city to continue my education; my mum also said I am too young to go far away from this village. I am not happy.”

Abdulaziz Abdul’aziz, a parent and youth leader in Malumfashi town, called for the immediate evacuation of all internally displaced persons in the state, especially those occupying schools, noting that they should be rehabilitated, empowered and resettled in their various villages. He said that unless and until that is done, the peace deal and continuation of the education of their children would remain a mirage.

Another resident, Idris Dan-Ali, said that with peace deals in place, peace was gradually returning to the area.

He appealed to the government to improve the condition of schools and welfare of teachers to fast track the state’s education sector, especially in the areas affected by insecurity.

He said although academic activities had resumed at Dan-Ali primary and secondary schools, there’s an urgent need to boost the morale of both teachers and students.

Residents of Katoge village in Kankara Local Government Area who fled to Kankara town, the headquarters of the local government, were fortunate to have their primary and secondary schools relocated to the town so that pupils and students would continue their academic session without hindrance.

Shamsuddeen Abdulkarim, a student of Katoge Junior Secondary School, lamented that most of his classmates who were not fortunate to continue their studies now roam the streets doing menial jobs. He hopes to reunite with them in an academic environment once peace is restored in the state.

An educationist, Dr Aminu Makama Ilelah of the Department of Education, Faculty of Technology Education, Abubakar Tafawa Balewa University, Bauchi, has warned that the prolonged closure of schools due to insecurity is having devastating consequences on children’s education and mental wellbeing.

“When children are forced out of school for a long period due to violence or insecurity, the impact is highly severe. They lose valuable learning time, fall behind academically; and many drop out completely,” he told Weekend Trust.

He said the psychological toll on affected children was equally troubling, “Prolonged absence can affect their mental health. Many become traumatised, anxious or fearful of even returning to school,” he noted.

Beyond academics, Dr Ilelah noted that schools serve as safe spaces for children, shielding them from harmful influences. “These children are denied the safe environment that school provides, making them more vulnerable to child labour, early marriage and even recruitment by criminal groups,” he added.

To address these challenges, he called for a multi-layered approach that includes accelerated learning programmes, remedial classes and flexible learning calendars.

“Non-formal education centres and digital learning platforms can also bridge gaps, especially in conflict-prone communities,” he also noted.

Recalling a visit to a displaced persons camp, he described how local volunteer teachers continued lessons despite the difficult conditions. He said, “I saw teachers conducting classes in makeshift spaces. It was a powerful example of community resilience and a practical way to help children catch up with their educational programmes.”

Dr Ilelah said the crisis also affected teachers, many of who face displacement, trauma and loss of livelihood. “Teachers are sometimes directly targeted by armed groups. During the Boko Haram crisis, many were attacked simply because they were seen as promoters of western education,” he also said.

He explained that such disruptions reduce teachers’ effectiveness and morale, and in some cases, force them to abandon the profession altogether, adding, “This creates a shortage of skilled teachers in already underserved areas.”

On the link between education and insecurity, he said lack of access to quality education contributed to the rise in banditry and extremism.

“Children who grow up without education miss out on personal development, employability and social integration. With limited options, they become vulnerable to recruitment by criminal groups,” he said.

He urged the government to prioritise school safety by strengthening the implementation of the Safe School Declaration.

“Since the abduction of the Chibok girls, measures like fencing schools and deploying security personnel have been introduced. But these are not enough.

“Communities must take ownership of school security. It is unfortunate that even within cities, schools often have minimal protection. In some cases, a single elderly guard is left to watch over an entire school,” he noted.

He also called on parents to be more vigilant, saying, “Parents should ensure that they escort children to school. Just recently, two children were abducted near their home. This highlights the urgent need for vigilance and community responsibility.”

He also called for collaboration among all the stakeholders, adding, “Securing education in conflict zones requires government’s commitment and grassroots involvement. When we work together, we can protect our schools and ensure that learning continues.” (Weekend Trust)