Psychosocial Trauma and Academic Well-Being of Adolescents in Public Schools of Solwezi District, Zambia
Abstract
Performance and achievement in human tasks are often closely linked to an individual's well-being. This study aimed to explore the impact of psychosocial trauma among adolescents in four public secondary schools in Solwezi District, Zambia. The research was guided by the following objectives: to assess the prevalence of psychosocial trauma among adolescents, to determine its causes, to examine its effects, and to identify strategies for improving the academic well-being of adolescents in these schools. The study was grounded in Albert Ellis’s Cognitive Behavioral Theory and Erik Erikson’s Psychosocial Stages of Development Theory. It employed a convergent parallel mixed-method design, collecting qualitative and quantitative data simultaneously. The target population was 620 individuals, with a sample size of 243, including 236 adolescents and 7 teachers. Data collection was conducted online through standardized questionnaires, interviews, and document reviews. Qualitative data was analyzed using thematic content analysis based on the study’s objectives, while quantitative data was analyzed using SPSS version 25, with results presented in tables, frequencies, means, and percentages. The findings revealed that 61.25% of adolescents experienced psychosocial trauma, posing a significant concern for their academic well-being. Socioeconomic and family-related factors were identified as the primary causes of this trauma. Additionally, adolescents affected by trauma were found to have limited engagement in school activities, poor academic performance, low emotional involvement in learning, and reduced academic efficacy. Their overall academic well-being, as measured by an average mean score of 2.68, was notably low. The study recommended strategies such as sports, counseling, and peer group discussions to alleviate psychosocial trauma and enhance the academic well-being of these students.
Keywords
Psychosocial trauma, academic well-being, adolescents’ abuses, Solwezi district, Zambia
Citation
Chileshe, B., Mbwayo, A., & Okpalaenwe, N. (2024). How family income level influence girls' academic performance in public mixed secondary schools in Mukaa Sub-County Makueni County. Journal of Africana Articles, 2(13),1-18. DOI: https://doi.org/ 10.5281/zenodo.13832980
