ENVIRONMENTAL FACTORS AFFECTING CHILD EDUCATION: A CASE STUDY OF TORO LOCAL GOVERNMENT AREA OF BAUCHI STATE

This study examines the environmental factors affecting child education in Toro Local Government Area (LGA) of Bauchi State, Nigeria. Despite national and international efforts to promote universal basic education, children in Toro LGA continue to face significant barriers to accessing quality education. Using a quantitative research design, data were collected from 222 respondents across three primary schools in Lame, Toro, and Jama’a zones. The study was guided by Bronfenbrenner’s Ecological Systems Theory and supported by Maslow’s Hierarchy of Needs. Findings revealed that insecurity is the most critical barrier, with 67.6% of respondents affirming that fear of conflict discourages school attendance. Long distances to school (64.7%), poor weather conditions (55.9%), and lack of transportation further limit access. Socio-economic challenges, including poverty (76.5%) and child labor (61.8%), exacerbate educational exclusion. Inadequate infrastructure such as lack of classrooms, furniture, electricity, and sanitation affects learning outcomes, with 70.6% linking proper facilities to improved attendance. Culturally, gender bias (52.9%) and early marriage (61.8%) hinder girls’ education, while 54.1% perceive Western education as a threat to tradition. The study concludes that a complex interplay of environmental, economic, infrastructural, and cultural factors undermines education in the area. It recommends enhancing school safety, implementing free education with feeding programs, improving infrastructure, and promoting community engagement to foster inclusive and sustainable education.