An investigation of informal education’s role in helping students develop resilience in Bida Local Government Area, Niger State
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Background of the Study
Resilience, defined as the capacity to recover from challenges and adapt to adversity, is an essential skill for academic and personal success. In Bida Local Government Area, Niger State, students face numerous challenges ranging from socio-economic hardships to academic pressures, which necessitate the development of strong coping mechanisms. Informal education—characterized by unstructured, community-based learning experiences—has been identified as a vital resource in cultivating resilience among students. Unlike formal educational settings that often focus solely on academic achievement, informal education emphasizes life skills, emotional intelligence, and practical problem-solving strategies (Ogunleye, 2023; Musa, 2024).
In Bida, traditional learning environments are increasingly being supplemented by informal education initiatives such as mentorship programs, community gatherings, and extracurricular activities. These informal settings provide safe spaces where students can discuss personal challenges, share coping strategies, and learn from the experiences of their peers and community elders. Such interactions are instrumental in fostering a resilient mindset, as they encourage students to view setbacks as opportunities for growth and learning (Abiola, 2023). Moreover, informal education often incorporates culturally relevant narratives and practices that resonate with students’ lived experiences, making the learning process more relatable and effective.
Research in various contexts has highlighted that students exposed to informal educational practices demonstrate improved adaptive skills, enhanced problem-solving abilities, and increased emotional regulation (Danjuma, 2025). In Bida, these outcomes are particularly significant given the socio-economic challenges that many students face. By integrating informal learning strategies into their daily lives, students can build a repertoire of resilience-building skills that not only help them navigate academic challenges but also prepare them for future uncertainties. The dynamic and interactive nature of informal education enables learners to develop a positive outlook, enhanced self-esteem, and a sense of community support, all of which are critical components of resilience.
This study seeks to investigate the role of informal education in developing resilience among students in Bida Local Government Area. By critically examining how community-based and extracurricular learning opportunities contribute to resilience, the research aims to provide empirical evidence that can inform educational policies and practices geared toward holistic student development.
Statement of the Problem
Despite the acknowledged benefits of resilience for academic and personal success, many students in Bida Local Government Area continue to struggle with coping effectively in the face of adversity. Traditional formal education often emphasizes academic performance at the expense of life skills, leaving a gap in the development of resilience. Although informal education initiatives exist, their impact on enhancing students’ resilience remains under-explored. The lack of systematic integration of resilience-building strategies into the educational framework has resulted in a situation where students are ill-equipped to handle personal and academic setbacks (Yakubu, 2023).
Moreover, while community-based programs and extracurricular activities are available, there is limited research evaluating their effectiveness in fostering resilience. The absence of structured support systems means that many students do not benefit from the potential of informal education to provide a safe environment for learning adaptive skills. Social, economic, and cultural factors further complicate the scenario, as they influence both the accessibility and the effectiveness of these informal programs. Without adequate resilience, students are more vulnerable to stress, which adversely affects their academic performance and overall well-being (Ibrahim, 2024).
The problem is compounded by the lack of empirical data that links informal education directly with enhanced resilience among students. This gap in the literature makes it difficult to advocate for policy changes that would integrate resilience-building measures into both formal and informal educational settings. Therefore, this study aims to systematically evaluate the contribution of informal education to developing resilience in students, identifying the key components that foster adaptive coping strategies and recommending ways to incorporate these practices into existing educational frameworks (Chinedu, 2025).
Objectives of the Study
- To assess the impact of informal education on the development of resilience among students.
- To evaluate the role of community-based and extracurricular activities in fostering resilience.
- To propose recommendations for integrating resilience-building strategies into the educational system.
Research Questions
- How does informal education influence the development of resilience among students in Bida?
- What informal educational practices most effectively foster resilience?
- What challenges hinder the effective integration of resilience-building strategies in informal education?
Research Hypotheses
- Informal education significantly enhances the resilience of students in Bida.
- Participation in community-based activities is positively associated with improved resilience.
- Integrating informal resilience-building strategies into the curriculum leads to better adaptive skills among students.
Significance of the Study
This study is significant as it addresses the critical need for resilience among students facing multifaceted challenges. By exploring the role of informal education in developing resilience, the research contributes to understanding how community-based initiatives and extracurricular activities can supplement formal education. The findings will offer valuable insights for educators and policymakers in designing programs that promote emotional and adaptive skills, ultimately enhancing student well-being and academic performance. This research advocates for a more holistic educational approach that prepares students for future adversities (Olusola, 2024; Musa, 2024).
Scope and Limitations of the Study
This study is limited to investigating the role of informal education in fostering resilience among students in Bida Local Government Area, Niger State. It does not cover other non-academic life skills or extend beyond the specified locale.
Definitions of Terms
- Resilience: The capacity to recover from adversity and adapt positively to challenges.
- Informal Education: Learning processes that occur outside the formal school system, often through community and extracurricular activities.Adaptive Skills: Abilities that enable individuals to manage change and cope effectively with stress.
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