Domestic Violence and Its Effects on Children’s Educational Performance in Akwa Ibom State

Domestic violence represents a pervasive social problem with documented cross-generational effects on children's development, psychological wellbeing, and academic outcomes. This study examines the relationship between exposure to domestic violence and educational performance among primary school children in Akwa Ibom State, South South Nigeria. A cross-sectional design was employed, combining structured questionnaires administered to 280 primary school teachers regarding student behavior and performance with household surveys conducted among 200 parents or caregivers in Uyo, Eket, and Ikot Ekpene local government areas. Purposive sampling was applied to identify households with documented domestic violence histories through collaboration with state social welfare offices. The Ecological Systems Theory of Bronfenbrenner was applied as the theoretical framework. Findings reveal that children from domestic violence-affected households demonstrated significantly lower mean academic scores, higher absenteeism rates, and greater teacher-reported behavioral problems than children from non-affected households. Concentration difficulties and social withdrawal were the most frequently reported classroom behavioral presentations. Girls in affected households showed higher rates of withdrawal while boys demonstrated higher rates of aggressive behavior. The presence of an extended family protective adult in the household reduced negative academic effects significantly. Teacher awareness of domestic violence indicators was low, with only 31% demonstrating adequate knowledge in assessment scenarios. Recommendations include mandatory teacher training in recognizing domestic violence effects, school-based psychosocial support programs, and strengthened referral pathways between schools and social welfare services in Akwa Ibom. Keywords: domestic violence, educational performance, children, Akwa Ibom State, psychosocial effects.