IMPACT OF BANDITRY ACTIVITIES ON STUDENTS' ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN ZAMFARA STATE, NIGERIA

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Introduction Education is widely regarded as the foundation of national development and the principal route through which young people acquire the knowledge, skills and values needed for productive citizenship. Yet in parts of northern Nigeria, the right to education has been severely compromised by the rise of armed banditry. The pervasive Hausa-Fulani armed banditry and its associated threats to educational attainment in the North-West region of Nigeria, particularly in Zamfara, Katsina, Kaduna, Sokoto and Niger States, have become a subject of national security and public concern, with education deprivation in the region exacerbated by mass displacement in affected communities (Chukwu, 2020). Nowhere has this crisis been more acute than in Zamfara State, which has functioned as an epicentre of banditry, mass abductions and school closures over the past decade. Banditry in this context refers to organised armed criminality involving kidnapping for ransom, cattle rustling, village raids, killings and the abduction of students, often carried out by loosely organised groups operating from forest hideouts. The escalation of banditry has contributed to a high number of out-of-school children in the region; of Nigeria’s 10.5 million out-of-school children, around 30 percent are found in the North-West states of Zamfara, Katsina, Sokoto, Kebbi and Kano, together with Niger State in the North-Central region (Chukwu, 2020). Insecurity in these communities has had a pronounced negative impact on young boys and girls, as school activities in vulnerable areas have been repeatedly disrupted.

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