In this study, we analyze quantitative survey and assessment data on 712 students in northeast Nigeria to examine, first, which students feel safe in school in a region experiencing protracted conflict, and second, how perceived safety was associated with literacy. Students with vision and hearing disabilities were less likely than other children to perceive themselves as safe at school. Children with these disabilities who felt unsafe performed nearly 0.8 standard deviations below other students, while students with disabilities who felt safe performed only slightly below others. We found no association between length of conflict-related school closures and literacy outcomes.

在这项研究中，我们分析了尼日利亚东北部712名学生的定量调查和评估数据，以检查首先，在经历长期冲突的区域中哪些学生在学校感到安全，其次，如何将感知到的安全与识字联系起来。视力和听力障碍的学生比其他孩子更不可能认为自己在学校安全。感到不安全的残疾儿童的表现比其他学生低近0.8个标准差，而感到不安全的残疾学生的表现仅比其他学生稍差。我们发现与冲突有关的学校停课时间长短与扫盲结果之间没有关联。