This study examined the social and cultural factors that impact the educational experiences of women in
Northern Nigeria. Recent declarations and resolutions have heightened the focus on promoting greater
female involvement in education. The region is experiencing a significant decrease in the quality of
education, along with difficulties in getting girls to enrol, stay in school, and successfully complete senior
secondary education. The main aim of the study was to assess the socio-cultural elements that impact the
education of girls in Northern Nigeria. The functionalist theory was utilized as the selected theoretical
framework, presenting a systematic technique to examine and comprehend the societal factors that influence
the educational environment for young girls. It also provided valuable perspectives on possible avenues for
enhancement. The study used a survey research methodology and employed structured questionnaires as the
main technique to collect data from chosen participants. Multiple regression analysis was used to examine
the hypotheses in the study. Research results emphasised that early marriage greatly hinders the education
of girls in Northern Nigeria. The study suggests implementing steps to dissuade early marriages based on its
findings. One suggested method is to have the child rights bill approved in all 36 states of the federation, as
well as in the Federal Capital Territory. It is recommended that the government utilise legal measures to
bring charges against those who promote gender discrimination in girls’ education, regardless of their social
standing or power.