This study investigated how the Niger Delta crisis affected students' access to educational resources, attitude to schooling, and academic achievement in basic science. An ex post facto design was used for the study. Participants included 400 students and 16 principals from 16 secondary schools drawn from four local government areas of Rivers State, two of which were affected by the crisis and two of which were unaffected. Purposive and random sampling techniques were used for participant selection. Three research instruments were used for data collection: Availability of Educational Resources Checklist (AERC), Students' Attitude to Schooling Questionnaire (SASQ), and the Basic Science Achievement Test (BSAT). The test-retested method was used to establish the reliability of the BSAT, with an estimated reliability coefficient of 0.86. Descriptive statistics and t-tests were used for data analysis. Four null hypotheses were formulated and tested at significant levels of 0.05. Although schools from the unaffected locations descriptively received higher scores than their counterparts in the affected locations for availability of educational resources, there were no significant differences between schools in affected and unaffected areas, t(14) = -2.09, p = 0.05. Basic Science I (Grade 7) and Basic Science II (Grade 8) students from the unaffected schools performed greater on the measures of basic science achievement than their peers from affected areas, t(398) = -26.73, p < 0.05. Students from affected and unaffected schools did not differ significantly in their attitude to schooling, t(398) = -1.01, p = 0.125. The findings indicated that there were no significant differences in educational resources and attitude to schooling within affected and unaffected schools, but significant differences in students' science achievement in Rivers State due to the Niger Delta crisis.