Persistent insecurity in rural Nigeria has severely undermined the attainment of Universal Basic Education, leading to mass school closures, displacement, and poor pupil and teacher retention. While initiatives such as the Safe Schools Declaration exist, rural Basic schools remain highly vulnerable due to reactive policies and limited context-specific strategies. This conceptual paper examines how resilient learning environments can be built in Nigerian rural Basic schools by drawing global lessons from countries that have sustained education amid conflict. Anchored on Resilience Theory and Policy Transfer Theory, the paper synthesizes best practices from Kenya, Mali, Afghanistan, South Sudan, and conflict-affected states in Nigeria such as Borno and Yobe. The analysis identifies five cross-cutting themes: community partnership, low-cost alternative delivery, teacher support, psychosocial and peace education, and multi-sectoral policy coordination as critical to retention during insecurity. From this synthesis, the paper proposes the "GLAM Model: Global Lessons Adapted for Marginalized Rural Schools"— a framework comprising Guarded Schools, Low-Tech Learning, Assisted Teachers, and Mindful Learners. The paper argues that sustainable pupil and teacher retention in rural Nigeria requires shifting from crisis-response to adaptive, community-driven resilience. It concludes with implications for policy, practice and future research on securing education continuity in rural communities.