Governors neglect students amid growing classroom hardships

Governors neglect students as schools suffer. While billions are spent on vanity projects, children still sit on floors without desks or dignity

Governors neglect students across several Nigerian states as reports show pupils still sitting on classroom floors without desks or chairs—raising public outcry over misplaced priorities and poor governance.

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In a country grappling with economic inequality and educational decay, the sight of children learning in dehumanizing conditions has become heartbreakingly common.

Many schools, especially in rural communities, are dilapidated, with no basic furniture—leaving students to kneel, squat, or sit on dusty floors.

Despite this grim reality, state governors continue to allocate public funds to luxury projects: multi-billion naira airports, lavish renovations of governors’ lodges, and religious pilgrimages for political allies.

Citizens are now questioning how leaders can justify such extravagance while children are denied dignity and learning tools.

Education experts and civil society groups say this pattern reflects a deep-rooted disregard for basic human rights.

“A governor who prioritizes concrete over children has no place in leadership,” said education advocate Remi Ojo. “Governors neglect students, and by doing so, they rob the state of its future workforce.”

Some governors argue that infrastructure is essential for development, but critics insist a failed school system is the fastest route to long-term poverty.

According to UNICEF, Nigeria has one of the highest out-of-school rates in the world, and lack of basic learning facilities remains a core factor.

Community leaders and educators are calling for immediate legislative action.

They demand transparent audits, reallocation of funds, and an urgent school furniture intervention scheme.

“We’re not asking for luxury,” said a primary school teacher in Bauchi. “Just a desk. Just a chair. Just a little dignity for these kids.”

This crisis is more than a policy failure—it is a moral one.

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A society that allows children to learn in such degrading conditions must re-evaluate what it values most.

Peculiar Adirika