by CHAPTER ONE
INTRODUCTION
Background to the Study
In the earlier years of formal education in Nigeria, most schools were established and run by voluntary agencies, and during this period, discipline was a core value upheld by all stakeholders. School leaders, teachers, students, and parents were united in maintaining standards of conduct and responsibility. The atmosphere in schools reflected harmony, mutual respect, and a shared understanding of desirable student behaviours. According to Olaniyi and Hassan (2021), the pre-1970s school environment in Nigeria was characterized by respect for authority and a strong moral foundation, supported by consistent collaboration between parents and educators.
However, the aftermath of the Nigerian Civil War in 1970 marked a significant shift. The value system began to erode, and a wave of indiscipline infiltrated secondary schools across the country. Indiscipline is considered the violation of school norms, laws, and codes of conduct. As described by Nwachukwu and Afolayan (2022), it encompasses a range of anti-social behaviours that disrupt academic and social processes in schools.
Discipline in schools implies self-restraint, respect for rules, and behavioural control. Any conduct contrary to these principles is classified as indiscipline. As Okoye and Ajibade (2023) observe, schools that fail to instill discipline risk becoming unproductive and chaotic learning environments. The lack of discipline impairs not only academic progress but also the overall development of learners.
Forms of indiscipline in Nigerian secondary schools today include truancy, lateness, cultism, drug abuse, bullying, disrespect, vandalism, and exam malpractice (Adewale & Ojo, 2020; Chukwuemeka & Babalola, 2022). Many of these infractions challenge established authority and disrupt school harmony. A common example is the habitual refusal of students to wear the appropriate school uniform or seek permission before leaving school premises.
The problem has become so widespread that the authority teachers once commanded has significantly diminished. Some teachers also inadvertently contribute to the erosion of discipline through unprofessional behaviour or a lack of enforcement of school rules. According to Salami and Ezeh (2021), poor teacher conduct and weak institutional systems have normalized indiscipline in many public schools.
Government efforts to address specific disciplinary issues, such as exam malpractice, have included the enactment of stringent laws. The Examination Malpractice Act, now reinforced under updated policies (Federal Ministry of Education, 2022), outlines severe penalties — including imprisonment — for both students and facilitators involved in unethical exam conduct. Despite these measures, the reoccurrence of indiscipline indicates deeper structural and social challenges.
Scholars such as Musa and Ibrahim (2023) argue that behavioural problems in secondary schools often have roots in the home environment. Dysfunctional parenting, poor communication, and exposure to violence at home can influence a child’s behaviour in school. Studies confirm that many behavioural issues observed in school settings are reflections of unresolved domestic problems (Ene & Yakubu, 2022). However, some behavioural problems also originate within the school system itself — due to lack of counseling, overcrowded classrooms, and poor administrative leadership.
The prevalence of these problems has sparked growing media and public concern. Reports of student protests, destruction of property, and physical assaults on school personnel have become disturbingly frequent. Notably, the 2021 student-led protest in parts of southwestern Nigeria, which led to the vandalization of school infrastructure, exemplifies how unchecked indiscipline escalates into social unrest (Adeniran & Kolapo, 2022).
Further examples include violent confrontations between students and school heads or staff — with some students reportedly attacking teachers physically. These anti-social behaviours — including stealing, lying, bullying, and general disobedience — are on the rise and continue to worry educators, parents, and policymakers alike.
If left unaddressed, students exhibiting persistent behavioural problems risk evolving into juvenile delinquents and ultimately maladjusted adults, unable to function effectively in society. This trajectory has serious implications for national development. Recognizing the danger, the Nigerian government, even as early as the 1980s, launched initiatives such as the “War Against Indiscipline” to instill order and civic values. However, as noted by Okonkwo and Balogun (2023), such interventions require deeper reform, better school governance, and evidence-based strategies targeting root causes of behavioural breakdown.
The present study, therefore, seeks to examine the nature and effects of the occurrence and recurrence of student offences that promote indiscipline in secondary schools. It will focus on specific problem areas such as truancy, dishonesty, disobedience, and examination malpractice, and propose sustainable solutions to address them.
