Trends on Sociological Effects of Insecurity on Internally Displaced Persons Educational Development in Northern Nigeria: A PRISMA-Based Systematic Literature Review

Abstract

Insecurity is a major challenge to the educational development and social well-being of internally displaced persons (IDPs) in Northern Nigeria. This study reviewed empirical evidence on its sociological effects on access to education, school participation, continuity of learning and educational outcomes. Adopting the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, a total of 13 peer reviewed empirical studies published between 2017 and 2026 were identified, screened, and reviewed across various databases. The findings show that insecurity disrupts schooling, limits access to education, destroys schools, displaces learners, reduces teacher availability and worsens learning conditions. It also contributes to psychological distress, poverty, child labour, early marriage and social exclusion, all of which hinder educational participation. Displacement further weakens family and community support systems. Although government, humanitarian and community interventions have improved access in some areas, they remain insufficient. The study concludes that the educational challenges of IDPs are rooted not only in damaged infrastructure but also in the broader social and economic effects of insecurity. It recommends improved security, inclusive policies, psychosocial support, adequate funding, teacher deployment and stronger collaboration among stakeholders. The study also identifies research gaps and suggests directions for future empirical investigations.