Gender-Based Violence and Academic Performance Among Female Secondary School Students in Ibadan, Oyo State

Gender-based violence (GBV) constitutes a pervasive barrier to girls' educational attainment in Nigeria, with consequences that extend beyond individual trauma to affect school retention, academic performance, and long-term economic participation. This study examines the relationship between exposure to gender-based violence and the academic performance of female secondary school students in Ibadan, Oyo State. A descriptive survey design was adopted, with structured questionnaires administered to 310 female students drawn from ten public and private secondary schools across Ibadan North and Ibadan South-West Local Government Areas. Data were analysed using frequency distributions, mean item scores, and Pearson correlation. Findings reveal that 48% of respondents reported experiencing at least one form of GBV, including verbal abuse, sexual harassment, and physical assault, within the preceding academic year. Academic performance indicators, including examination scores and school attendance rates, are significantly lower among students who reported GBV exposure compared to those who did not. Fear of harassment on transit routes and within school premises is identified as a major contributor to absenteeism. The study recommends the establishment of school-based GBV reporting and counselling centres, integration of gender-responsive pedagogy into teacher training, and community engagement initiatives targeting parents and local leaders. Findings contribute to the evidence base supporting safe schools policies in South West Nigeria. Keywords: gender-based violence, academic performance, female students, Ibadan, secondary school