Influence of Psychosocial Support Systems on Academic Performance among Adolescent Learners in Junior Schools in Makadara Sub-County, Nairobi County

The study examined the relationship between types of psychosocial support systems provided to adolescent learners and academic performance in junior schools in Makadara Sub-County, Nairobi County. The research question that guided the study was: What types of psychosocial support systems are provided to adolescent learners in junior schools in Makadara Sub-County. Psychosocial Development Theory was used. The study adopted a mixed method approach specifically, convergent design with correlational research design for quantitative data and phenomenological design for qualitative data. Twenty-seven junior schools with 8559 learners, 458 teachers, 27 school counselors and 6,400 parents/guardians were targeted. The research utilized purposive sampling for the teacher counselors and parents, while simple random sampling was used for learners. The sample size was 442.Questionnaires and interview guides were used for data collection. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined thematically and through content analysis. Parental support exhibited a moderate positive correlation with academic performance (r = 0.621, p < 0.05), highlighting the importance of emotional guidance, monitoring, and encouragement at home. Despite these positive effects, the study identified notable gaps in the systematic provision of support. The study recommended strengthening school counseling and peer support programs to support adolescent learners’ emotional well-being and academic performance.