Gender-Differentiated Effects: A Comparative Analysis of How Insecurity Affects School Attendance Patterns Among Male and Female Students in Wukari Local Government, Taraba State Nigeria

Insecurity in Nigeria, particularly in regions like Taraba State, has become a significant impediment to educational attainment. While the general impact of conflict on schooling is acknowledged, a gender-differentiated analysis remains underexplored. This paper conducts a comparative analysis of how insecurity specifically affects school attendance patterns among male and female students in Wukari Local Government Area, a region plagued by farmer-herder conflicts, communal clashes, and generalized violence. The study employs a qualitative desk-based review methodology, synthesizing data from government reports, non-governmental organization studies, journal articles, and news media to dissect the gendered pathways through which insecurity disrupts education. The findings reveal that girls’ attendance is disproportionately affected by sexual and gender-based violence (SGBV), including abductions and forced marriages, which fuels parental fears and leads to the strategic withdrawal of daughters from school. Furthermore, the destruction of infrastructure and increased domestic burdens post-displacement place a heavier toll on girls. For boys, the impact manifests differently, driven by the pressures of economic survival, forced recruitment into vigilante groups or gangs, and social expectations to provide security for their families. The paper argues that a one-size-fits-all approach to educational intervention in conflict zones is ineffective. It concludes by recommending gender-sensitive policy interventions, including the provision of secure learning environments, targeted scholarship programs for girls, community sensitization campaigns against SGBV, and alternative education models for boys at risk of exploitation, all tailored to the specific socio-cultural context of Wukari.