TEACHERS IN TERROR ZONES: COPING STRATEGIES AND PSYCHOLOGICAL RESILIENCE IN CONFLICT-AFFECTED SCHOOLS IN NORTHERN NIGERIA

In the shadow of violent extremism and armed attacks, many teachers in Northern Nigeria have become quiet front-line responders, struggling to keep learning alive amid fear and loss. This study examines how teachers working in terror-affected schools cope with insecurity and sustain psychological resilience in the face of chronic violence. Using a qualitative approach, in-depth interviews and focus group discussions, data were gathered from teachers in Borno and Zamfara States and analysed using thematic content analysis. The research captures the human stories behind statistics of displacement and school closure. Grounded in resilience and ecological theories, the findings revealed that teachers draw strength from faith, community belonging, professional duty, and the hope of shaping a peaceful future for their pupils. Yet, the burden of trauma, grief, and institutional neglect often leaves them emotionally drained and professionally isolated. Many continue to teach not because conditions are safe, but because abandoning education feels like surrendering to terror. The paper recommends urgent policy attention to teachers’ mental health and for integrating psycho-social support and trauma-informed training into education recovery frameworks. By foregrounding teachers lived experiences, this study offers a deeply human perspective on resilience, resistance, and the quiet courage that sustains education in Nigeria’s insurgency zones.