Post-traumatic Stress Disorder and Secondary School Academic Performance Among Secondary School Students in Samburu West Constituency, Samburu County-Kenya

The study examined Post-Traumatic Stress Disorder (PTSD) and secondary school performance among high school students in Samburu West Constituency, Samburu County, Kenya. PTSD is diagnosed in people who have experienced traumatic events in their day-to-day activities directly or indirectly. Therefore, PTSD is regarded as a mental health condition that developed in some individuals who have experienced traumatic events. Traumatic events that could trigger PTSD included, but not limited to, conflict, natural disasters, serious accidents, physical or sexual assault, and other life-threatening experiences. The study was guided by the following objectives: To evaluate the prevalence of PTSD among secondary school Students in Samburu West Constituency, to determine the Nexus between PTSD and Academic Performance in Samburu West Constituency, to assess the efficacy of PTSD Support systems within Secondary schools in Samburu West Constituency and to determine social policy measures and mechanisms to address PTSD among high school students in Samburu west constituency. This study utilized Dual Representation Theory. The study adopted mixed method research approach anchored on descriptive survey research design to analyse the impact of Posttraumatic Stress on Education performance among Secondary School Students in Samburu West Constituency, Samburu County. The study employed various methods to collect both primary and secondary data. The study sampled 375 students from a target population of 6000 students employing Yamane formula. Five key informants composed of three teachers and two medical officers were interviewed. The findings show that, the impact of PTSD on academic performance among secondary school students is profound and multifaceted. They manifest in cognitive impairments such as difficulties with concentration, memory, and attention, intense emotional distress, physical symptoms such as headaches, fatigue, and insomnia, social withdrawal and isolation, as well as long-term effects on educational attainment and career prospects if left untreated. PTSD symptoms resulting from exposure to violence and insecurity can detrimentally affect students' ability to succeed in school.
Addressing the mental health needs of affected students is crucial for mitigating these impacts and promoting academic success. In this regard, the study recommends that, the government should implement psycho-social support programs within schools to provide students affected y PTSD with counselling and mental health services. These programs should be designed to help students cope with trauma, reduce anxiety, and improve their overall well-being. There is need to provide training for teachers and school staff on identifying signs of PTSD and other mental health issues in students. There is also need to offer flexible academic support for students who have experienced trauma. This could include additional tutoring, modified coursework, or extended deadlines to accommodate their emotional needs while maintaining their educational progress. Findings shed light on how schools situated in conflict prone areas which often lead to traumatic events resulting to PTSD ultimately impacting on the academic performance of students could offer favourable opportunities for the students through the adoption of various mitigation strategies. Researchers interested in Education in conflict prone regions and student mental wellness could use these findings. Students afflicted with PTSD could benefit from improved provision of secondary school education if the research findings are implemented.