MAIDUGURI, Nigeria — A new report has revealed that 29 percent of teachers in Borno State are experiencing severe work-related stress and may leave the teaching profession if urgent measures are not taken to improve their welfare and working conditions.
The report attributes the high stress levels to years of insecurity, displacement, overcrowded classrooms, inadequate teaching resources and the lingering impact of conflict on the state’s education sector.
According to the findings, many teachers continue to work under difficult circumstances, including teaching children affected by armed conflict, trauma and prolonged disruption to their education. These challenges, the report noted, have significantly increased workloads and placed considerable emotional and psychological pressure on educators.
Researchers found that while many teachers remain committed to supporting learners despite the challenges, a significant number are considering leaving the profession due to burnout, poor working conditions and limited access to mental health and psychosocial support.
The report warned that losing experienced teachers could further weaken Borno’s education system, which has been working to recover from years of insurgency that destroyed schools, displaced thousands of students and disrupted learning across many communities.
Education experts said teacher retention is essential to rebuilding the sector, stressing that improving salaries, providing professional development opportunities and strengthening welfare packages would help reduce stress and improve job satisfaction.
The report also recommended expanding mental health services for teachers, recruiting additional qualified personnel to reduce classroom workloads and investing in safer learning environments. It further urged the government and development partners to provide adequate teaching materials and continuous support for educators working in conflict-affected communities.
Stakeholders noted that teachers play a critical role in restoring stability and hope in communities recovering from conflict, making their well-being essential to improving educational outcomes for children in the state.
The report called on federal and state authorities, donor agencies and humanitarian organizations to prioritize teacher welfare as part of broader efforts to rebuild education in northeastern Nigeria. It stressed that supporting teachers through improved working conditions, security and psychosocial care would help strengthen the resilience of the education system and ensure that more children have access to quality learning.
The findings come as governments and development partners continue implementing programmes aimed at restoring education in conflict-affected areas, with renewed emphasis on protecting teachers, rebuilding damaged schools and creating a more supportive environment for both educators and students.
