The numbers are staggering. In a country of over 200 million people, Nigeria has only 1,177 special needs schools, which falls woefully short of the demand. The Federal Ministry of Education reports that Kano, Kaduna, and Lagos lead the count, but even these figures—153 schools in Kano, 79 in Kaduna, and 75 in Lagos—reveal a distressing gap.
For a nation this vast, with countless children requiring specialised care, these schools are but a drop in the ocean. The implications are far-reaching. Many children with autism in Nigeria are left without access to the education they need to develop their potential, creating a vicious cycle of neglect and isolation.
Children with autism in Nigeria face overwhelming challenges, not just due to their condition but because the system isn’t designed to support them. Autism, which affects about 1 in 160 children globally, impacts social communication, interaction, and behaviour. In Nigeria, where access to basic education can already be a struggle, the barriers are even greater for autistic children. Schools are rarely prepared to accommodate their specific needs, resulting in exclusion from education and broader social participation. These children are pushed to the fringes, isolated from the learning and social opportunities their neurotypical peers take for granted. This isolation has deep consequences, not just for the children but for society as a whole.
Even more troubling is the growing trend of schools outright rejecting autistic children. Many of these institutions, which claim to provide Special Education Needs and Disability support, turn away autistic students, citing their inability to manage their needs. Parents are left in an exhausting search for schools willing to enrol their children, often cycling through options without success. Some parents are left with no alternative and resolve to keep their children at home or attempt homeschooling, though they lack the training and resources needed.
This exclusion reinforces the stigma that children with autism are not welcome in society. It raises troubling questions about the type of community we are building—one that treats children with disabilities as lesser, denying them their right to education, socialisation, and a future. The research underscores this disparity, showing that two-thirds of young people with autism have neither a job nor educational plans in the two years after high school. Worse still, more than a third of these young adults remain unemployed into their early twenties. Globally, employment rates for autistic people are alarmingly low, with 85% of adults on the spectrum remaining unemployed.
For parents of autistic children in Nigeria, the struggle doesn’t end with finding a school. They often find themselves without the proper resources or support to navigate their child’s developmental needs, even at home. Parents and caregivers, including teachers, play a pivotal role in supporting children with autism. They are central to a child’s development, managing communication, behaviour, and learning. Yet, they receive minimal training or guidance. The system’s failure to empower these caregivers compounds the problem, leaving parents and teachers overwhelmed, unprepared, and unsupported. The burden becomes unbearable for many families.
However, there are support mechanisms available in systems such as direct parent training and caregiver support, in which technology can be leveraged to reach more parents and caregivers. This approach, which combines training for parents and teachers with digital tools, delivered by specialists in multi-disciplinary teams, to offer a solution to the widespread inaccessibility of specialized care in Nigeria, particularly in rural areas.
Caregivers can receive essential training and guidance without the high costs and logistical challenges associated with in-person services. Studies have consistently shown that technology can facilitate direct parent and caregiver training to improve outcomes for children with autism. These improvements include enhanced communication skills, reduced anxiety, and fewer behavioural challenges. This approach provided critical support accessible to families who would otherwise be left without any resources at all.
While the potential of this approach is undeniable, it cannot be fully realised without government backing. For direct parent training and caregiver support to be effective on a national scale, the Nigerian government must establish a strong policy framework that ensures these services are available and accessible to all. This begins with revamping the education system to integrate inclusive learning models. It’s not enough to build more special needs schools; every school must be equipped with the training, tools, and support to educate children with autism. Teachers must receive specific training on autism intervention, and schools must be staffed with specialists who can provide the necessary support. Without these resources, the cycle of failure will continue, and children with autism will remain excluded from the education system.
In countries like the United States, the Individuals with Disabilities Education Act has transformed the landscape for children with disabilities, including autism. IDEA ensures that autistic children have the right to free and appropriate public education and mandates the creation of Individualised Education Programmes for each child. These IEPs are tailored to the unique needs of the student and ensure access to necessary services, such as speech therapy, behavioral intervention, and specialised instruction.
Additionally, under IDEA, parents have recourse if a school refuses to admit their child without valid legal reasons, especially schools that claim to have SEND designated. Schools found to be in violation of these regulations face legal consequences, including potential loss of funding and other penalties. Nigeria must create similar policies, empowering parents to hold schools accountable and ensuring that every child with autism has access to the education they are entitled to.
To further ensure accountability, the Nigerian government should establish a rigorous system for designating schools as SEND-friendly. Schools that claim to offer SEND programmes must be held to a high standard, with government oversight ensuring that they have the right resources, properly trained teachers, and access to specialists such as speech therapists and behavioural interventionists. These schools should be required to report regularly on their enrolment of SEND students, and their compliance with national standards should be periodically reviewed. Schools that fail to meet these requirements should lose their designation as a SEND school and face penalties, ensuring that no school can claim to support special needs children without actually providing the necessary services.
The path forward is clear. Direct parent training, caregiver support, and the use of technology have already proven effective in improving outcomes for children with autism around the world. What is needed now is the political will to scale these interventions across Nigeria. The government must take decisive action, adopting policies that support these programmes and ensuring that every family has access to the services they need, regardless of their location or income level.
This is not just about autism; it’s about equality. It’s about building a society where every child, regardless of their neurodevelopmental status, has the chance to learn, grow, and succeed. The stakes are high, and the cost of inaction is far too great. Nigeria cannot afford to leave its children behind. The time for incremental change is over. The moment to act is now, and the responsibility falls squarely on the shoulders of those in power to ensure the child is left behind.
- Fatoba is an African-born health equity innovator and founder and CEO of Bloom Buddy
