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All Journal Nusantara Journal of Behavioral and Social Science Journal of Research in Education and Pedagogy
Omare, Justine Momanyi
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Humanities Education Public Health Social Sciences Other

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Trauma Informed Interventions and Academic Adjustment among Adolescent Students in Public Secondary Schools in Kenya Omare, Justine Momanyi; Onderi, Peter Omae; Bashaija, Athanansio
Nusantara Journal of Behavioral and Social Science Vol. 2 No. 4 (2023)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/202343

Abstract

Globally, the problem of escalating incidences of trauma among adolescents has adversely affected their physical, behavioral, emotional and psychological functioning hence impairing their quality and ability to adjust in school. The purpose of this study was to establish the effectiveness of trauma informed interventions and academic adjustment among adolescents in public secondary schools in Kisii County. This study employed an explanatory sequential mixed method design. The study targeted a population of 1100 students from which 275 students were sampled through simple random and purposive sampling technique. Data were collected using self-administered questionnaires, Focused Group Discussions, in-depth interviews and academic adjustment scale. Both descriptive and inferential techniques were employed to analyze quantitative data. The qualitative data were analyzed thematically. The results from Pearson Correlation coefficient affirmed a positive statistically significant nexus (n=.732, n= 275, p<.0.05) between trauma informed interventions and academic adjustment. The qualitative data findings further affirmed that trauma informed interventions enhance academic adjustment and resilience among adolescents. The study concluded that effective adoption of trauma informed interventions are critical in coping with academic adjustment levels among adolescents.
Socio-Demographic Patterns on Child Abuse among Secondary School Students in Uganda Patience, Ninsiima; Athanansio, Bashaija; Omare, Justine Momanyi
Journal of Research in Education and Pedagogy Vol. 2 No. 3 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i3.79

Abstract

Child abuse remains a critical global concern with millions of children experiencing physical abuse at home with most of them living with mothers who suffer emotional abuse, hence becoming a serious problem. This study sought to examine the socio-demographic patterns of child abuse among secondary school students in Uganda. The study underscored the relationship between socio-demographic characteristics and levels of abuse experienced. Using a convergent parallel research design that combined both quantitative and qualitative methods. Data were collected from 239 students and 11 school administrators through questionnaires and in-depth interviews. Quantitative data were analyzed using Adjusted Odds Ratios (AOR), Confidence Intervals (CI), and p-values, while qualitative data were analyzed thematically. The findings revealed significant socio-demographic disparities in abuse experiences and reporting patterns. Female students were more likely to report abuse (AOR = 1.4, CI: 1.0–2.1, p < 0.022), indicating gender-specific vulnerabilities, while male students tended to underreport incidents due to stigma and societal expectations. Additionally, students from certain schools reported higher rates of physical and sexual abuse (AOR = 2.1, CI: 1.2–3.8, p < 0.022), highlighting the influence of institutional factors and the urgent need for improved oversight and accountability. Qualitative findings confirmed that physical harm, sexual harassment, and emotional abuse were the most common forms of abuse. Based on these findings, the study recommends strengthening gender-sensitive interventions, auditing and reforming school policies, tailoring child protection strategies to different socio-demographic groups, simplifying reporting mechanisms to be more child-friendly, and implementing comprehensive awareness campaigns. Therefore, there should be stronger national child protection policies within the education sector are crucial for ensuring the safety and well-being of children in Uganda.
Co-Authors Athanansio, Bashaija Bashaija, Athanansio Onderi, Peter Omae Patience, Ninsiima