<![CDATA[Land boundary disputes between states, local government areas, and communities in Nigeria have become a recurring feature of the country's conflict landscape. While considerable attention has been paid to the human and economic costs of these disputes, their impact on educational participation in affected border communities remains under-documented. This study investigates how land boundary conflicts affect school attendance, teacher deployment, and learning outcomes in Nigerian border communities. Drawing on case studies from Oyo State, where 23 primary schools were closed for ten years due to boundary disputes, and Ebonyi State, where schools were shut down in Amasiri following a deadly land conflict, the study examines the mechanisms through which territorial disputes disrupt educational access. The findings reveal that boundary conflicts lead to school closures, displacement of students and teachers, destruction of school infrastructure, and long-term learning losses. The study argues that land boundary disputes have significant but under-documented impacts on educational access and participation, and that schools in disputed areas experience higher dropout rates, irregular attendance, and teacher shortages. It recommends targeted interventions, including the development of education in emergencies frameworks, community-based schooling models, and the integration of peace education into curricula, to ensure educational continuity in conflict-affected border communities.]]>
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