Educational development

This study investigates the knowledge of school safety challenges and their impact on the educational development of secondary school students in Ovia North East Local Government Area of Edo State. It emphasizes the importance of a safe school environment as a foundation for effective teaching, learning, and overall student development. The research highlights those frequent issues such as violence, bullying, cultism, sexual harassment, poor infrastructure, and insecurity continue to affect students’ academic performance and emotional well-being in many Nigerian schools. A descriptive survey research design was adopted to collect data from both public and private secondary schools within the study area. Using a structured questionnaire titled School Safety and Educational Development Questionnaire (SSEDQ), data were gathered from a sample of 150 students selected through proportionate stratified random sampling. The study examined students’ awareness of safety risks, their exposure to safety training, and how these factors influence attendance, academic performance, and psychological stability. Findings revealed that although students recognize some safety threats in their schools, many lack sufficient knowledge of preventive and emergency measures. Schools with inadequate infrastructure, poor security systems, and limited safety education reported higher cases of absenteeism, fear, and reduced classroom participation. The study also identified gaps in policy enforcement, teacher training, and stakeholder collaboration as major barriers to ensuring safe learning environments. Based on these findings, the research recommends that school authorities and government agencies should prioritize the implementation of comprehensive safety policies, regular safety drills, and improved infrastructure. Teachers should receive training on child protection and crisis management, while students should be continuously educated on safety awareness and response strategies. A collaborative approach involving parents, communities, and educational stakeholders is essential to creating a secure, supportive, and conducive learning environment for students.

Teenage pregnancy refers to pregnancy occurring in girls under the age of 18. According to Sambo (2019), it is often unwanted, unplanned, and occurs outside of marriage. One contributing factor is early physical maturity, which varies among individuals and is often accompanied by the onset of menstruation. Ede (2016) noted that a physically mature adolescent girl may become aware of her attractiveness to the opposite sex. This awareness, combined with a lack of proper social training and self-discipline, may lead her to view sexual activity as a means of social, emotional, or financial gratification, ultimately resulting in pregnancy. Ede further emphasized that teenage pregnancy is a pressing issue due to the overwhelming challenges that young people face regarding sexual matters. Additionally, teenage pregnancy may result from sexual abuse, a prevalent issue in society today. Nwoke (2018) highlighted that children who experience abuse at an early age may struggle with emotional trauma throughout their lives. Beyond its impact on sexual health, abuse can also hinder personal development and autonomy. Various factors contribute to the prevalence of teenage pregnancy worldwide, differing across time and regions.

This study seeks to examine the Influence of peer groups on Students' behaviourial pattern and academic performance in the University of Benin. Five research questions were raised and examined. Data was collected from one hundred and eighty (180) respondents from the Faculty of Education in the University of Benin. The questionnaire was used as the instrument for data collection and was designed to elicit appropriate information from the respondents. The descriptive survey research design was adopted for the study and the analysis of data was done using frequency count and percentages. The findings of the study shows that peer groups serves as a contributory influence to students behaviour by Inculcating certain traits and characteristics which they pick from one another of the same peer groups. These skills, traits or characteristics helps to build the student positively or negatively in any area of their life, be it social or academic. Some of the recommendation made include; students should attain a certain level of maturity and sense of independence before making any intention to join peer groups or associate self with peer groups. Also parents should ensure that their children are well trained and tutored