This study examines the impact of violence in schools on socio-economically disadvantaged students, with a particular focus on incidents such as attacks on teachers by parents and students, as well as vandalism of school property – often linked to corporal punishment. This environment disproportionately affects students from lower socio-economic backgrounds, who already face significant educational and economic challenges. As a result, the violence undermines the safety of both students and teachers and hinders the delivery of inclusive education. Qualitative data were drawn from a larger project through semi-structured interviews with teachers and parents in five rural secondary schools in Nigeria, serving a large number of students from disadvantaged backgrounds. The study highlights various community-based interventions aimed at addressing these issues, such as the involvement of community vigilante groups in monitoring school premises to prevent vandalism and deter unruly behaviour. Additionally, local community members have contributed significantly by providing learning materials and scholarships to alleviate the financial burdens on families, which often lead to conflicts between parents and schools over unpaid fees. Community members and associations also play a crucial role in facilitating discussions with students about the importance of good behaviour. By analysing these community-driven strategies, the study underscores the vital role of local actors in enhancing school safety and supporting inclusive education. It suggests that improved collaboration between schools and community stakeholders is essential for mitigating the impact of violence and improving educational outcomes for socio-economically disadvantaged students. The study concludes with a call for schools to reassess practices that may exacerbate conflicts with students and parents and advocates for stronger community ties, particularly with traditional institutions, to mediate and resolve such incidents.

Keywords: Community collaboration; conflict; corporal punishment; educational inequality; rural schools.