Abdulkadir Yusuf
School safety has emerged as one of the most pressing educational concerns in Nigeria, especially in regions affected by insurgency, banditry and various forms of violent conflict. Recurrent attacks on schools, the abduction of students and targeted assaults on educational institutions have created pervasive fear that undermines teaching and learning. In several communities, parents are reluctant to send their children to school, while students who live in constant fear struggle to concentrate, participate fully or benefit from instructional activities. Addressing these concerns requires not only the strengthening of physical security but also the provision of emotional and psychological safety for learners.
Over the past decade, Nigeria’s education sector has faced a series of devastating security breaches. Between 2013 and 2018, Boko Haram targeted schools as symbols of Western education, leading to attacks such as the Mamudo school massacre, the Federal Government College Buni Yadi attack and the mass abductions in Chibok and Dapchi. From 2020 onward, armed bandit groups extended the crisis, carrying out mass kidnappings in Katsina, Niger, Zamfara, Kaduna, Kebbi, and Sokoto states. Incidents such as the Kankara abduction, the Jangebe kidnapping, the Birnin Yauri school attack, the 2024 Kuriga mass abduction, and the 2025 Maga (Kebbi) incident underscore the persistence and evolution of insecurity. These repeated attacks have traumatised learners, disrupted school communities and eroded public confidence in the safety of schools, prompting temporary closures of schools in the affected states.
In response, the Nigerian Educational Research and Development Council (NERDC) a body responsible for curriculum development and other educational policies in Nigeria, introduced curriculum reforms designed to strengthen national values, civic responsibility and security awareness. Prior, Civic Education and Social Studies, existed as separate subjects and later merged under the subject cluster called National Values Curriculum alongside Security Education. This integration resulted in the creation of Social and Citizenship Studies, a unified subject designed to provide learners with civic knowledge, ethical values, community responsibilities and practical safety skills in a coherent and holistic manner.
Social and Citizenship Studies employs interactive, student-centred pedagogies to support its goals. Teachers apply discussion techniques, storytelling, role-play, safety drills, and simulations, enabling learners to analyse real-life risks and practice appropriate responses. Through such experiential methods, students learn to identify hazards within their school environment, navigate safe routes, report suspicious activities, seek assistance during emergencies and adhere to established safety guidelines. Beyond safety competencies, the curriculum fosters empathy, cooperation, emotional intelligence, conflict resolution skills, and positive communal values, helping to build a culture of peace and mutual respect essential for safe school environments.
However, classroom teaching alone is insufficient to guarantee school safety. Many schools complement curriculum-based strategies with improved physical infrastructure such as perimeter fencing, controlled access points, surveillance systems and emergency response protocols. Teachers undergo training in psychosocial support, trauma-sensitive teaching and crisis management. Communities also participate in vigilance efforts, monitor school surroundings and reinforce safety messages both at home and in public spaces. In several affected communities, these interventions have contributed to improved student attendance, reduced anxiety and enhanced public confidence in the schooling system.
Despite these gains, sustaining school safety in Nigeria remains challenging due to the volatility of security conditions. Fragile peace arrangements between local authorities and armed groups as seen in parts of Katsina State highlight the precariousness of current protective measures. These uncertainties reinforce the need for learners to acquire civic awareness, critical thinking ability, resilience and practical safety skills, all embedded within the Social and Citizenship Studies curriculum.
The importance of security to the Nigerian state is clearly articulated in Section 14(b) of the 1999 Constitution (as amended in 2010), which provides inter alia that “the security and the well-being of the people shall be the primary purpose of government.” In line with this constitutional mandate, various government institutions and agencies have been established and charged with the statutory responsibility of law enforcement, crime control and the management of security challenges confronting the nation. However, it has become increasingly evident that these agencies alone cannot effectively manage the complex and rapidly evolving security situation in Nigeria, especially given the rising incidence of crime, violence and diverse forms of insecurity across the country and the world at large.
The role of education in the face of the aforementioned security challenges is therefore overarching. There is a dire need to empower citizens to become more aware of their security and civic responsibilities. According to the National Policy on Education (NPE) 2004, and its most recent edition, education is described as an “instrument for social reconstruction and economic transformation.” This underscores the fact that addressing the security challenges bedeviling the nation requires the deliberate use of education as a tool for shaping values, strengthening civic capacity and promoting national resilience.
This reality underscores the relevance of teaching Social and Citizenship Studies in Nigerian schools. By equipping learners with civic knowledge, ethical values and practical safety skills, the subject helps to develop a critical mass of informed and responsible citizens who can complement and support the efforts of security agencies in safeguarding lives and property. Social and Citizenship Studies may therefore be understood as a form of education that goes beyond teaching learners about their rights, duties, and security measures necessary for surviving in a world plagued by insurgency, armed conflict, banditry, kidnapping, rape and other life-threatening conditions. It also exposes learners to the benefits of leading lives devoid of behaviours capable of disrupting peace and development. Furthermore, the subject encompasses educational programmes that empower learners with the skills needed for conflict prevention, conflict resolution, peace building and constructive social engagement, aligning closely with the curriculum provisions at the basic education level.
Given its immense value, the teaching and learning of Social and Citizenship Studies in Nigerian schools is paramount. The subject contributes significantly to school safety, national values, and the development of responsible citizens. Its importance includes the following:
1. Protection of learners from kidnappers, human traffickers, and individuals with malicious intent.
2. Reduction in crime levels among learners through value reorientation and positive behaviour formation.
3. Ensuring that learners do not grow up to become social problems, but rather responsible members of society.
4. Production of citizens with good leadership qualities and sound civic orientation.
5. Promotion of socio-economic and political stability in communities and the nation at large.
Based on these benefits, the following recommendations are made:
1. The State Universal Basic Education Boards (SUBEB), State Ministries of Education and Education Resource Centres should ensure the effective implementation of the subject across all basic education schools.
2. Quality Assurance Officers should give greater attention to the monitoring and supervision of teaching and learning processes related to the subject.
3. Teacher capacity-building programmes should be regularly organised to enhance teachers’ competency, pedagogical approaches and mastery of Social and Citizenship Studies.
The effective implementation of this curriculum depends on coordinated efforts across multiple stakeholders. Government authorities must ensure adequate infrastructure, deploy trained security personnel and maintain stable policy support. Teachers require continuous professional development focused on safety education and emergency response. Parents and community members must reinforce key safety principles, monitor school routes and collaborate closely with school administrators. When these actors work synergistically, Social and Citizenship Studies becomes a powerful tool for creating safer learning environments.
In conclusion, the implementation of Social and Citizenship Studies offers a strategic and timely curricular response to Nigeria’s persistent school security challenges at the basic education level. By equipping learners with civic competencies, ethical values, emotional resilience and practical safety skills, the subject contributes significantly to the development of safe, inclusive and supportive learning spaces. When supported by secure infrastructure, well-trained educators, active community involvement and sustained government commitment, Social and Citizenship Studies can restore public confidence in the education system, promote improved learning outcomes and safeguard the wellbeing and futures of Nigeria’s young people.
