With one of the highest numbers of internally displaced persons (IDPs) in Africa (3.4 million), Nigeria’s displacement crisis has disrupted the education of millions of children. At Gurku Interfaith IDP Camp in Nasarawa State, however, the community is challenging assumptions about displacement.
Along with permanent housing and shared infrastructure, the camp demonstrates a strong commitment to education. Teachers have shown remarkable adaptability, creating resources from locally available materials, using mobile phones to support lessons, and applying Montessori methods with young children. Pupils’ photographs emphasise safety, play, learning, and belonging rather than displacement alone.
However, significant challenges remain. The unfenced school area, uneven parental engagement, and gender bias all contribute to disruption, limited resources, and children’s psychological trauma. The findings highlight the need to invest in teacher development, digital tools, learning resources, psychosocial support, and safer school infrastructure. The camp community’s experiences also show that displaced communities are not simply recipients of support, but active partners with the knowledge and agency to shape meaningful educational change.