Peace Education in Secondary Schools and Its Effect on Student Conflict Behaviour in Kano State

This study evaluates the effect of peace education curricula on conflict behaviour among secondary school students in Kano State, North West Nigeria. Escalating incidents of school-based violence, bullying, and inter-communal conflicts involving young people have heightened the urgency of embedding structured peace education within Nigeria's formal school system. Using a quasi-experimental design, the study surveyed 200 students from four public secondary schools in Kano Municipal and Nassarawa local government areas, comparing schools that had implemented peace education programs with those that had not. Data were collected using validated behavioural observation tools and structured questionnaires, supplemented by teacher interviews. The study is anchored in Dewey's experiential learning theory and the UNESCO framework for peace education. Results indicate that students exposed to structured peace education curricula demonstrated significantly reduced aggressive conflict behaviour, improved interpersonal communication, and greater willingness to seek mediation in dispute situations. Teachers reported improved classroom climates and fewer disciplinary incidents in peace-education-integrated schools. However, the study notes that implementation fidelity varies widely due to inadequate teacher training and insufficient curricular support materials. The study recommends integrating peace education as a standalone subject in the Nigerian secondary school curriculum, providing specialised training for teachers in conflict management pedagogy, and conducting periodic programme evaluations to measure long-term behavioural impact. Keywords: peace education, secondary schools, conflict behaviour, Kano State, curriculum.