Assessment of Post-Traumatic Stress Disorder and Academic Performance among Students in Kakuma Refugee Camp Secondary Schools

Abstract

This study investigated the relationship between Post-Traumatic Stress Disorder (PTSD) and academic performance among secondary school students in St. Paul's Kakuma Secondary School, Kakuma Refugee Camp, Kenya. Refugee students were often exposed to traumatic events that led to PTSD, potentially hindering cognitive functioning and academic success. The study assessed the prevalence of PTSD, evaluated its impact on academic performance, and explored the moderating influence of sociodemographic factors. The research was anchored in the Cognitive Model of PTSD and Ecological Systems Theory. A mixed-methods approach with a cross-sectional survey and semi-structured interviews was adopted. The population comprised 389 secondary school students, selected through stratified random sampling. PTSD symptoms were measured using the Harvard Trauma Questionnaire (HTQ), while academic performance was assessed through self-reported grades and attendance records. Out of 389 students invited, 277 completed questionnaires (71.2% response rate), while 22 of 30 invited participants attended qualitative interviews (73.3% response rate). A Pearson correlation analysis revealed a negative correlation (r = -0.128, p = .077) between PTSD severity and academic performance, indicating a trend where higher PTSD severity was associated with lower academic performance, though this relationship was not statistically significant at the p < .05 level. The study found that 63.5% of students reported mild PTSD symptoms, 24.5% showed minimal symptoms, and 11.9% experienced moderate symptoms. Regarding academic performance, 35.4% demonstrated average performance, 32.9% showed poor performance, and only 17% achieved high academic performance. Chi-square tests revealed no statistically significant associations between PTSD severity and sociodemographic variables including age (χ² = 15.714, p = .108), gender (χ² = 1.178, p = .555), grade level (χ² = 5.018, p = .542), access to mental health services (χ² = .618, p = .734), or teacher support (χ² = 7.889, p = .096). The study concluded that PTSD was a significant concern among refugee students and recommended the integration of mental health services into the school curriculum, teacher training on trauma-informed practices, and further longitudinal research. These interventions were crucial for improving educational attainment and mental well-being among refugee students in protracted displacement settings.