Childhood Trauma and Academic Difficulties Among Primary School Pupils in Maiduguri, Borno State

This study investigates the relationship between childhood trauma exposure and academic difficulties among primary school pupils in Maiduguri, Borno State, North East Nigeria. Borno State has experienced prolonged armed conflict and population displacement that have exposed thousands of children to traumatic events, with significant implications for their cognitive functioning, emotional stability, and academic engagement. The study employs a descriptive survey design, involving 250 Primary 4 and 5 pupils from six public primary schools in Maiduguri Metropolitan Council. The Child Trauma Screening Questionnaire and a researcher-developed academic difficulties scale were adapted for use with the study population, with sensitivity to linguistic and cultural context. Data were analysed using chi-square tests and multiple regression. Findings reveal that pupils with higher trauma exposure scores demonstrate greater difficulties in concentration, reading comprehension, and classroom behaviour management. Post-traumatic stress symptoms, particularly hypervigilance and emotional numbing, were associated with the most severe academic difficulties. Teachers reported limited capacity to address trauma-related behaviour, often interpreting symptoms as misconduct. These findings underscore the need for trauma-informed educational practices in conflict-affected areas of North East Nigeria. The Borno State Ministry of Education is strongly advised to partner with humanitarian organisations to implement school-based psychosocial support programmes and to train all frontline teachers in trauma-sensitive pedagogy. Keywords: childhood trauma, academic difficulties, primary school, Maiduguri, post-traumatic stress.