Mental health professionals have cautioned that the widespread shutdown of schools across several states could expose children to heightened risks of depression, anxiety, and disruptive behavioural changes. The warning follows the recent spate of abductions that prompted the Federal Government to shut 41 unity schools, while states including Kwara, Plateau, Niger, Benue, and Katsina also ordered closures.
The moves came after terrorists kidnapped 215 pupils and 12 teachers from St Mary’s School in Papiri, Niger State—an attack that occurred just days after the abduction of 26 schoolgirls in Kebbi State. Experts say although the closures aim to protect students from immediate harm, the long-term psychological fallout could be profound.
Psychiatrists who spoke on the matter noted that the loss of routine, reduced peer interaction, and the absence of structured learning environments pose serious mental health challenges for children. They warned that the effects may vary by age but could manifest as withdrawal, irritability, aggression, declining interest in learning, or even developmental setbacks.
Dr Sunday Amosu, a Consultant Psychiatrist at the Federal Neuropsychiatric Hospital, Aro, Abeokuta, said sudden disruptions in schooling often trigger stress and anxiety.
He explained that reduced interaction with peers can breed loneliness and isolation, worsening emotional strain. “This can lead to depression symptoms—irregular sleep patterns, reduced physical activity, and prolonged withdrawal,” he said. Amosu added that prolonged closures risk creating learning gaps and diminishing motivation, with some children possibly afraid to return even when schools reopen.
He further observed that social skills may decline because children lose opportunities to learn communication, conflict resolution, and problem-solving from peer interactions. According to him, children from unstable homes or financially strained households may face even greater emotional distress, with some at risk of exposure to drugs or negative peer influence due to lack of supervision.
Another psychiatrist, Dr Samuel Aladejare, expressed concern that the affected states already struggle with low school enrolment. He warned that closures at this scale could end formal education for many children.
“With the academic calendar disrupted—and considering additional closures during the upcoming fasting period—the next two years may already be compromised,” he said. He added that many children may return to school feeling unsafe or mentally unprepared to learn, reducing their academic performance and long-term opportunities.
Aladejare noted that exposure to reports of abductions—even indirectly—could cause some pupils to develop trauma-like responses. Sudden sounds or movements may trigger fear, leaving children in a prolonged “fight or flight” state. Over time, this could evolve into anxiety disorders or depression.
He also warned that some children may eventually resort to substance use as a coping mechanism. “Once a child’s brain is stuck in survival mode, it becomes difficult to learn, focus, or process information,” he said.
On supporting children who were abducted and later released, Aladejare stressed the need for immediate physical and emotional care. He recommended ensuring safety, providing basic needs, reuniting children with their families, and avoiding forcing them to recount traumatic experiences.
For younger children, he advised alternative therapeutic approaches such as painting, drawing, music, and sports—activities that help them process trauma gradually and rebuild positive memories.
