An Assessment of Flooding on Students’ Access to Secondary Education in Fiidi Ward, Makurdi Local Government Area

Flooding has become one of the most devastating environmental hazards affecting communities and public institutions globally, particularly in developing countries. In Nigeria, recurrent flooding along the River Benue has continued to disrupt socio-economic activities, including access to education. This study examines the effects of flooding on students’ access to secondary education in Fiidi Ward, Makurdi Local Government Area of Benue State, Nigeria. A descriptive survey and correlational research design were adopted. A total of 120 respondents were selected using simple random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics, Pearson Product Moment Correlation, and simple linear regression. Findings revealed that flooding significantly affects students’ access to secondary education through destruction of roads, displacement of families, and disruption of school activities. Correlation analysis showed a strong negative relationship between flooding and educational access (r = −0.72, p < 0.05). Regression analysis further revealed that flooding accounts for 55.1% of the variation in students’ access to education (R² = 0.551). The study drew on Vulnerability Theory and Systems Theory to explain how flooding hazards disrupt educational systems and threaten vulnerable communities. The study concludes that flooding is a significant barrier to educational accessibility in flood-prone communities. It recommends infrastructural improvement, disaster preparedness, and policy intervention to mitigate educational disruption.