THE IMPACT OF TRIBAL CONFLICTS ON THE ACADEMIC PERFORMANCE OF SCHOOL-AGE CHILDREN IN NASARAWA SOUTH SENATORIAL ZONE, NASARAWA STATE, NIGERIA

Abstract

Tribal conflicts, particularly those arising from ethno-political grievances, land disputes, and farmer-herder clashes, have become a recurring issue in the Southern Senatorial Zone of Nasarawa State, Nigeria. These conflicts have significant negative impacts on socio-economic development, especially the educational outcomes of school-age children. This study investigates how these conflicts affect the academic performance of students in the region, which includes local government areas (LGAs) like Lafia, Doma, Keana, Obi, and Awe. Using a mixed-methods research design that combines quantitative and qualitative data, the study found that tribal conflicts disrupt schooling through several mechanisms: destruction of school infrastructure, displacement of families, teacher shortages, and frequent school closures. The findings indicate that enrollment and attendance rates have dropped significantly in conflict-prone LGAs, and many children are unable to complete the academic calendar. Furthermore, the psychological trauma, such as post-traumatic stress, fear, and depression, from exposure to violence worsens learning difficulties. The study concludes that tribal conflict has a measurable and multi-dimensional negative effect on academic outcomes in Nasarawa State. The research highlights the urgent need for interventions like trauma-informed teaching, improved school security, peace education, and increased government support. This work aims to fill a critical gap in localized, evidence-based studies on the link between conflict and education in North-Central Nigeria and emphasizes the need for integrated, conflict-sensitive educational planning.