In the bustling cities and remote villages of Nigeria, millions of girls are growing up with dreams of a brighter future—hoping to become doctors, lawyers, teachers, and even engineers. Yet, for a significant number of them, the path to realising these dreams is far more difficult to navigate. Among these girls are those with disabilities, who are often left behind, their dreams fading in a society that, all too often, overlooks their educational needs. In a country where the educational challenges of girls are already immense, those with disabilities face even greater barriers. They are “the forgotten girls,” struggling in a system that is not designed for their success.
Nigeria is home to an estimated 27 million people with disabilities, according to the World Health Organisation (WHO). Of this number, a significant proportion are children and adolescents, many of whom are girls. The exact number of girls with disabilities in Nigeria is unclear due to insufficient data collection and societal stigmas that often hide the realities of their situation. However, it is estimated that millions of girls across the country are living with physical, intellectual, or sensory disabilities.
These girls face unique challenges in accessing education. According to UNESCO, nearly 10.5 million children in Nigeria are out of school, and girls with disabilities make up a substantial part of this figure. For many, the physical, social, and financial barriers to education are insurmountable. One of the most significant barriers to education for girls with disabilities is the lack of accessible infrastructure in Nigerian schools. Many schools do not have ramps, accessible toilets, or other facilities that cater to the needs of children with physical disabilities. As a result, girls with mobility challenges often find it difficult to attend school regularly or participate fully in classroom activities.
For those with sensory disabilities, such as blindness or deafness, the situation is equally dire. There is a severe shortage of learning materials in Braille, sign language interpreters, and other tools that could help them navigate the educational system. Without these resources, girls with sensory disabilities are left struggling to keep up with their peers or, worse, are excluded from school altogether.
Another critical issue is the lack of specialised training for teachers in Nigeria. Most teachers in mainstream schools are not equipped with the skills or knowledge to effectively teach children with disabilities. This means that even when girls with disabilities do attend schoo that is not specialised for people with disability, they often receive an inferior education due to the lack of appropriate teaching methods and materials. In many cases, teachers view children with disabilities as a burden, further marginalising them in the classroom. Without the proper support, these girls struggle to keep up with their lessons, and their self-esteem suffers as a result.
Cultural attitudes towards disability also play a significant role in preventing girls with disabilities from accessing education. In many parts of Nigeria, disability is viewed as a curse or punishment, and girls with disabilities are often hidden away by their families to avoid public shame. This stigma not only affects the girl’s ability to attend school but also her sense of self-worth and potential.
Furthermore, traditional gender roles often place a higher value on boys’ education than girls’, making it even harder for girls with disabilities to get the support they need. The result is that many of these girls are left out of school entirely or pulled out early, as their education is not seen as a priority. Poverty is a widespread problem in Nigeria and disproportionately affects families with children who have disabilities. The cost of education for a child with a disability is often higher due to the need for specialised equipment, transport, and healthcare. Many families, especially those in rural areas, simply cannot afford to send their daughters with disabilities to school.
In fact, a 2019 study by the United Nations Children’s Fund (UNICEF) found that children with disabilities in Nigeria are more likely to come from low-income families, and girls with disabilities are the least likely to access formal education. The economic burden on families prevents many from providing the necessary support for their daughters to receive an education, perpetuating a cycle of poverty and exclusion.
The long-term impact of neglecting the educational needs of girls with disabilities cannot be overstated. Without access to quality education, these girls are less likely to find employment, contribute economically, or live independent lives. This, in turn, reinforces their marginalisation and deepens the gender and disability inequalities in Nigeria. Girls with disabilities are also at higher risk of abuse, exploitation, and neglect. Without the protective environment of a school, many are left vulnerable to violence and discrimination. A 2020 report by Human Rights Watch highlighted the increased risks faced by girls with disabilities, noting that they are twice as likely to experience violence as their peers without disabilities. Furthermore, the exclusion of girls with disabilities from education means that Nigeria is missing out on the talents, skills, and perspectives of millions of young women. These girls have the potential to contribute to society in significant ways, but without the opportunity to learn and grow, their potential remains untapped.
To address these challenges, Nigeria must adopt and implement more inclusive education policies that cater to the needs of girls with disabilities. This includes ensuring that schools are accessible to all students, regardless of their physical or sensory impairments. The Nigerian government has made some strides in this regard, with the passage of the Discrimination Against Persons with Disabilities (Prohibition) Act in 2019, which mandates that all public buildings, including schools, be accessible to people with disabilities. However, more needs to be done to ensure that these laws are enforced and that schools are equipped with the necessary resources. This includes investing in assistive technologies, providing Braille materials and sign language interpreters, and ensuring that all school buildings are designed to be inclusive.
Training teachers to work with students with disabilities is another critical component of creating a more inclusive education system. Teachers must be equipped with the skills to differentiate instruction, provide additional support, and create a classroom environment that is welcoming to all students. Specialised training programmes, workshops, and ongoing professional development can help teachers become more confident in supporting girls with disabilities. Additionally, having more special education teachers who are specifically trained to work with disabled students would significantly improve the learning experience for these girls.
Addressing the stigma surrounding disability requires a concerted effort at both the community and national levels. Advocacy groups and government programmes should work together to raise awareness about the rights of people with disabilities and the importance of inclusive education. By challenging traditional beliefs and cultural attitudes, Nigeria can create a more supportive environment for girls with disabilities and ensure that their educational needs are prioritised. Providing financial support to families with children with disabilities is essential for ensuring that they can access education. This could take the form of scholarships, grants, or subsidies for transport, assistive devices, and healthcare. By reducing the financial burden on families, more girls with disabilities will be able to attend school and receive the education they deserve.
