Contextualizing Life Skills Education for Internally Displaced Adolescents in Nigeria

Building on the momentum of the joint-stakeholder workshop held on March 13, 2025, to introduce the Building Resilience through Inclusive Development and Gender-Responsive Life Skills Education for Internally Displaced Adolescents in Nigeria (BRIDGE-IDAs) project, key stakeholders reconvened for a critical two-day workshop in August at the Federal Capital Territory, Nigeria. The workshop brought together implementing partners, policymakers, and stakeholders from education and humanitarian agencies at the federal and state levels, along with members of internally displaced communities.

The convening marked a vital phase in the BRIDGE-IDAs initiative. To steer this collaborative effort, the workshop aimed to achieve three key objectives:

1. Agree on the educational, relevant life skills, and psychosocial needs of IDAs from the baseline assessment.
2. Contextually adapt the UNICEF LSE modules and sessions to ensure they address the identified educational, life skills, and psychosocial needs of IDAs.
3. Agree on the co-developed and adapted LSE content, delivery approach, facilitation style, and learning outcomes for IDAs

A session on “grounding education policy in evidence-based research” discussed how research findings can effectively inform policy reform. The baseline data revealed 36 per cent of IDAs are out-of-school due to poverty, early marriage, limited learning materials, and cultural norms restricting girls' education. The mental health challenges facing these adolescents proved equally concerning, with many reporting anxiety, trauma, depression, and some expressing suicidal thoughts. Perhaps most striking, over 92 per cent never benefited from an LSE program, highlighting its importance. 

These insights, thoroughly examined through group discussions, directly informed the adaptation of the UNICEF LSE curriculum to Nigeria’s specific context. Participants collaboratively co-designed a four-module, 12-session LSE plan. These sessions were strategically designed to help IDAs set goals, envision graduation, plan school re-enrollment and develop essential mental well-being skills. Key focus areas included building coping mechanisms and adaptability amidst adversity. 

The workshop concluded with important recommendations for strengthening the program. Participants suggested removing religious content, promoting gender inclusivity, and encouraging respectful attitudes between boys and girls to build a supportive learning environment.

The feedback gathered from the workshop was incorporated to refine the co-developed LSE session plan. Following these refinements, local facilitators from education and humanitarian agencies had comprehensive training. The enhanced program commenced pilot testing in September this year, marking a significant milestone in supporting Nigeria's internally displaced adolescents.