Impact of Post-Traumatic Stress Disorder on The Academic Performance of Secondary School Students in the Nyiragongo Territory, North-Kivu Province, Dr Congo
DOI:
https://doi.org/10.47941/japsy.3704Keywords:
Post-traumatic stress disorder, Academic performance, Secondary school students, Nyiragongo Territory, Conflict-affected educationAbstract
ABSTRACT
Purpose: This study examined the impact of post-traumatic stress disorder (PTSD) on the academic performance of secondary school students in Nyiragongo Territory, in the eastern Democratic Republic of Congo, a region affected by persistent armed conflict.
Methodology: A cross-sectional analytical design was adopted, involving a sample of 412 students enrolled in 5th and 6th humanities. Data were collected using a structured questionnaire assessing PTSD symptoms and academic performance indicators.
Findings: The results revealed a high prevalence of PTSD, with 76.2% of students presenting moderate to severe symptoms. Academic performance was low, as 39.6% of students fell into the low-performance category, while only 16.2% achieved high results. Pearson correlation analysis showed a strong and negative relationship between PTSD and academic performance (r = -0.62, p < 0.001). The Chi-square test confirmed a significant association between PTSD levels and academic outcomes (χ² = 58.74, p < 0.001). ANOVA results indicated significant differences in mean academic scores across PTSD groups (F = 36.91, p < 0.001), with students experiencing severe PTSD showing the lowest performance. Multivariate regression analysis demonstrated that PTSD is the strongest predictor of academic performance (β = -0.59, R² = 0.48, p < 0.001).
Unique Contribution to Theory, Policy and Practice: It contributes to trauma and educational resilience theories by linking psychological distress to learning outcomes in conflict settings. It also informs educational policy and practice by supporting psychosocial support programs and trauma-sensitive teaching approaches in schools.
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