This study examines
the effects of child street trading on educational outcomes in Lagos, Nigeria.
Using a qualitative research design, data were collected through
semi-structured interviews with parents and teachers to explore how street
trading impacts school attendance, academic performance, and the cognitive and
emotional development of children. Data were analyzed using thematic analysis,
which involved emergent open coding to identify recurring patterns and themes.
The analysis revealed four major themes: (1) disruption of school attendance
and engagement, (2) academic performance and learning challenges, (3) cognitive
and emotional development, and (4) socioeconomic pressures and educational
aspirations. The findings show that street trading significantly disrupts
children’s school attendance, leading to tardiness, missed classes, and
exhaustion, which hinder their ability to concentrate and engage in learning.
As a result, academic performance suffers, with children experiencing gaps in
knowledge and declining grades. Additionally, the emotional toll of street
trading was evident, with many children struggling with low self-esteem and
feelings of failure, further diminishing their motivation to succeed
academically. The study concludes that child street trading poses substantial
barriers to educational success, perpetuating poverty and limiting future
opportunities. These findings highlight the urgent need for targeted policies
and interventions to mitigate the negative impact of street trading on children’s
education in Lagos, Nigeria.
