Analytical Assessment of Psychosocial Risk Factors for School Dropout Among Girls in North West Nigeria

Girls' dropout from secondary education in North West Nigeria is driven by a complex interaction of psychosocial, cultural, and structural risk factors that counselling and development professionals must understand to design effective retention interventions. This study analytically assessed psychosocial risk factors for girls' school dropout in Kebbi and Zamfara States, North West Nigeria. A case-control analytical design was employed, comparing 200 girls who had dropped out of secondary school in the preceding two years with 200 matched girls who remained enrolled. Psychosocial risk factor data were collected through structured interviews across family pressure, academic confidence, teacher relationships, peer influence, aspiration, early marriage, sexual harassment experience, and mental health dimensions. Conditional logistic regression identified significant predictors. Results showed that early marriage pressure (OR 8.6, p < 0.001), low academic self-efficacy (OR 4.3, p < 0.001), experience of sexual harassment at school (OR 3.8, p < 0.001), family economic hardship (OR 3.2, p < 0.001), and poor teacher support experience (OR 2.9, p < 0.001) were the strongest independent risk factors for dropout. Mental health difficulties (depression and anxiety combined) were significantly more prevalent among dropout cases (46.0 percent versus 24.5 percent; p < 0.001). The study provides an original psychosocial risk profile that should guide targeted counsellor interventions, safe school policies, and community education programmes in North West Nigeria. Keywords: school dropout, girls education, psychosocial risk factors, North West Nigeria, dropout prevention