Influence of Mothers’ Literacy Levels on Children’s School Attendance in Zamfara State

This study investigated the influence of mothers' literacy levels on their children's school attendance in Zamfara State, North West Nigeria. Research consistently demonstrates that maternal education is one of the strongest determinants of children's educational engagement, yet the mechanisms underlying this relationship in Nigeria's North West geopolitical zone remain underexplored. The study used a descriptive survey design involving 180 mothers and their school-age children across rural and peri-urban communities in three local government areas. Questionnaires, school attendance records, and community interviews formed the data collection base. Findings revealed that children of literate mothers had significantly higher school attendance rates compared to those of illiterate mothers. Literate mothers were more likely to monitor homework, communicate with teachers, and advocate for educational resources within the household. They also demonstrated stronger resistance to pressures encouraging early school dropout, particularly for female children. Financial constraints and child labour demands remained attendance barriers even among children of literate mothers, suggesting that literacy alone is insufficient without complementary economic supports. The study recommends integrating parenting education into adult literacy curricula to empower mothers as education advocates in the home. Community mobilisation campaigns targeting fathers and extended family members are also essential for creating home environments supportive of children's schooling. Policy recommendations include expanding adult literacy centres in rural Zamfara and linking women's literacy completion to conditional social protection grants. Keywords: maternal literacy, school attendance, children's education, Zamfara State, adult literacy.