Effects of Poverty on the Psychological Well-Being and School Attendance of Pupils in Zamfara State

This study examines how poverty affects the psychological well-being and school attendance patterns of primary school pupils in Zamfara State, North West Nigeria. Zamfara State faces significant socioeconomic challenges, including high rates of poverty, insecurity, and limited educational infrastructure, which collectively threaten children's psychological health and educational participation. The study employs a descriptive survey design, involving 280 Primary 5 and 6 pupils and their guardians from five government primary schools in Gusau and Kaura Namoda Local Government Areas. The Children's Depression Inventory (adapted), a school attendance tracking form, and a household poverty measure were used as instruments. Data were analysed using logistic regression and Pearson correlation. Findings indicate a significant relationship between household poverty levels and poor psychological well-being indicators including anxiety, low mood, and low self-efficacy. Pupils from the poorest households had the highest absenteeism rates, with economic demands at home, including child labour and domestic responsibilities, identified as primary barriers to attendance. Psychological distress was found to mediate the relationship between poverty and attendance, suggesting that the emotional burden of deprivation directly undermines school engagement. These findings call for integrated educational and social welfare responses in Zamfara State. The state government is urged to expand cash transfer programmes targeting school-age children and to deploy school-based psychosocial support workers to at-risk communities. Keywords: poverty, psychological well-being, school attendance, Zamfara State, child development.