Psychosocial Effects of Absent Fathers on The Social Behavior of Male Adolescents: Case of Selected Schools in Dagoretti South Sub-County, Nairobi, Kenya

Abstract

This study explored the psychosocial effects of father absence on the social behaviors of male adolescents aged 15-18 in selected public secondary schools in Dagoretti South Sub-County, Nairobi County, Kenya. The main objective was to determine how father absence influenced adolescents’ emotional and behavioral outcomes and to propose evidence-based strategies to address these effects. The specific objectives were to: find out the prevalence of absent fathers, examine the psychosocial effects experienced by male adolescents, analyze the relationship between father absence and social behavior, and identify and rank strategies to reduce its negative impacts. Guided by Attachment Theory, Social Learning Theory, and Erikson’s Psychosocial Theory, the study adopted a mixed-methods research design integrating quantitative and qualitative approaches. The study population comprised approximately 4,372 male students and 189 teachers in public secondary schools within the sub-county, with a calculated sample size of 142 participants drawn from Lenana School and Dagoretti High School. Quantitative data were collected using the standardized Strengths and Difficulties Questionnaire (SDQ), which demonstrated high internal reliability (Cronbach’s alpha = .82). Qualitative data were obtained through focus group discussions (FGDs) with students and semi-structured interviews with guidance and counseling educators. Quantitative data were analyzed using descriptive and inferential statistical methods, while qualitative data were examined thematically. Of 142 targeted participants, 132 valid responses were collected, yielding a response rate of 97.05%. The findings showed that paternal absence was prevalent, affecting about 60% of male adolescents, mainly due to parental separation, economic migration, divorce, or death. Around 40% of respondents reported emotional problems like sadness, worry, and low self-esteem, while 27-30% showed behavioral issues such as restlessness, distractibility, and temper loss. Despite these issues, many students demonstrated prosocial behaviors and resilience, using faith, mentorship, and self-reflection as coping strategies. Educators confirmed these results, highlighting the importance of alternative male role models and school-based guidance in supporting emotional adjustment and discipline. The study concluded that father absence significantly affects adolescents’ emotional stability, behavior regulation, and identity development. However, these effects can be alleviated through structured mentorship, counseling initiatives, faith-based programs, and community support networks. It recommended enhancing school counseling services, increasing awareness of co-parenting, and including father-engagement metrics in education and youth development policies. Overall, the research provides new empirical and contextual evidence on the psychosocial implications of father absence in urban Kenya, underscoring the importance of multi-systemic interventions to foster emotional well-being, resilience, and positive masculinity among adolescent boys.