school attendance

Insecurity has become a significant threat to the effective delivery of basic education in Nigeria, particularly in communities affected by banditry, kidnapping, armed attacks, and communal violence. This study examined the influence of insecurity on teaching-learning outcomes in Universal Basic Education primary schools in Kagarko Local Government Area, Kaduna State, Nigeria. Specifically, it investigated the effects of insecurity on pupils’ academic performance and school attendance and identified strategies for reducing its adverse effects. The study adopted a qualitative documentary research design and relied on secondary data obtained from government publications, policy documents, institutional reports, international organisations, and peer-reviewed journal articles. The selected documents were analysed using qualitative content analysis and organised according to the study’s major themes. The findings revealed that insecurity negatively affects pupils’ academic performance by reducing instructional time, disrupting curriculum coverage, weakening concentration, and creating fear within the learning environment. It also reduces school attendance as parents may prevent their children from attending school because of kidnapping, attacks, unsafe travel routes, and instability within surrounding communities. Consequently, insecurity undermines the implementation of Universal Basic Education by limiting regular participation and disrupting stable teaching and learning conditions. The study concludes that ensuring school safety is essential for achieving the objectives of free and compulsory basic education. It recommends strengthening school security, implementing the Minimum Standards for Safe Schools, improving community participation, providing psychosocial support, protecting routes to school, establishing emergency response systems, and adopting flexible learning arrangements during periods of disruption.

Introduction All children have the right to education; however, school attendance problems represent an increasing global concern. The aim of this meta-synthesis is to explore adolescents’ perceptions of their school attendance problems. Methods A meta-synthesis of qualitative primary studies was conducted in accordance with Sandelowski and Barros's guidelines. Seven databases were systematically searched in November 2025. Thematic analysis was used to analyze the findings. Results The adolescentś perceptions of their school attendance problems included mental health challenges, negative peer- and teacher relationships, and a lack of school connectedness. However, positive relationships with teachers, parental support, and appropriate school accommodation supports adolescents’ re-engagement with school. Discussion The findings highlight the complex and multifaceted nature of school attendance problems, and the importance of collaboration between schools and parents to enable early identification and implementation of interventions. There is also a need to strengthen positive relationships between teachers and peers, increase knowledge about school attendance problems, and foster a positive school environment that supports adolescents’ potential. Systematic Review Registration PROSPERO CRD420251245890.

This paper examines the relationship between pupils’ peer relationships and subsequent school mobility. Using large-scale longitudinal data from The Engagement Platform (TEP), the study follows 48,146 pupils in Years 3 to 10 across 109 schools in England. We estimate logistic regression models with school fixed effects and rich controls for pupil demographics, attitudes to education, relationships with teachers, school climate and attendance. The results reveal a strong and robust association between poorer peer relationships and an increased likelihood of changing school. Pupils reporting poor peer relationships are around twice as likely to move school as those with very good peer relationships. This association is consistent across gender and across primary and secondary phases. The relationship appears broadly linear, although having exceptional rather than very good peer relationships offer little additional reduction in mobility risk. These findings are replicated using a smaller, independent sample from the United Arab Emirates. Overall, the study highlights peer relationships as a key predictor of school mobility, with important implications for early identification of peer difficulties, pastoral support and interventions aimed at improving peer dynamics.

این مقاله به بررسی رابطه بین روابط همسالان دانش‌آموزان و جابه‌جایی بعدی مدرسه می‌پردازد. با استفاده از داده‌های طولی در مقیاس وسیع از پلتفرم The Engagement Platform (TEP)، این مطالعه ۴۸٬۱۴۶ دانش‌آموز پایه‌های سوم تا دهم را در ۱۰۹ مدرسه در انگلستان دنبال می‌کند. ما مدل‌های رگرسیون لجستیک با اثرات ثابت مدرسه و کنترل‌های گسترده برای ویژگی‌های جمعیت‌شناختی دانش‌آموزان، نگرش به آموزش، روابط با معلمان، اقلیم مدرسه و حضور در مدرسه را برآورد می‌کنیم. نتایج نشان می‌دهد که بین روابط ضعیف‌تر همسالان و افزایش احتمال جابه‌جایی مدرسه، ارتباط قوی و پایداری وجود دارد. دانش‌آموزانی که روابط ضعیف با همسالان گزارش می‌کنند، تقریباً دو برابر بیشتر از کسانی که روابط بسیار خوبی دارند، احتمال جابه‌جایی مدرسه دارند. این ارتباط در میان جنسیت‌های مختلف و در مقاطع ابتدایی و متوسطه یکسان است. این رابطه عمدتاً خطی به نظر می‌رسد، اگرچه داشتن روابط استثنایی نسبت به روابط بسیار خوب، کاهش قابل توجهی در ریسک جابه‌جایی ایجاد نمی‌کند. این یافته‌ها با استفاده از نمونه‌ای کوچک‌تر و مستقل از امارات متحده عربی نیز تکرار شده‌اند. در مجموع، این مطالعه روابط همسالان را به عنوان یک پیش‌بینی‌کننده کلیدی جابه‌جایی مدرسه برجسته می‌کند و پیامدهای مهمی برای شناسایی زودهنگام مشکلات همسالان، حمایت‌های پرورشی و مداخلات با هدف بهبود پویایی همسالان دارد.