Childhood Adversity, Neural Plasticity, and Academic Recovery: A Longitudinal Study in Plateau State

This study examines the relationship between childhood adversity exposure, indices of neural plasticity, and academic recovery outcomes in a longitudinal cohort of primary school pupils in Plateau State, North Central Nigeria. Plateau State has experienced episodes of ethnic conflict and communal violence that have exposed children to adverse experiences with documented neurodevelopmental consequences. The study follows 200 primary school pupils aged 8 to 11 across two academic years, drawing participants from six conflict-affected schools in Jos North and Barkin Ladi Local Government Areas. The Adverse Childhood Experiences Questionnaire (adapted), the Cognitive Assessment System Second Edition subtests, and end-of-year academic scores were used as instruments at three measurement points. Data were analysed using latent growth curve modelling to examine trajectories of academic recovery. Results indicate that children with higher adversity exposure show slower initial academic recovery trajectories, but that high scores on cognitive planning and attention indices moderate this relationship, predicting steeper recovery slopes even among high-adversity children. School-based psychosocial support participation was the strongest institutional predictor of recovery acceleration. These findings contribute original longitudinal evidence on academic recovery pathways in post-conflict Nigerian school populations and extend polyvictimisation research to the North Central zone. School authorities in Plateau State are advised to integrate cognitive support programming alongside psychosocial services for children from conflict-affected households. Keywords: childhood adversity, neural plasticity, academic recovery, longitudinal study, Plateau State.