M.U. Orhuereta

The study was carried out to determine “Gender differences in the psychosocial adjustment of secondary school for single parenting in Egor local government area, population for the study consist of two thousand seven hundred and sixty (2760) SSII students from the 14 public senior secondary schools in Egor local government area of Edo state. the sample size selected for this study is two hundred and seventy six (276) SSII students which is 10% of the total population, selected randomly using simple random sampling technique. The instrument for the study was a question on gender differences in the psychosocial adjustment of secondary school for single parenting in Egor Local Government Area . To ensure the reliability of the instrument, the Pearson Product Moment Correlation Co-efficient was used in and a co-efficient value of 0.89 was obtained. The data collected were analyzed using PPMC statistics. Findings from the study revealed that; Female students from single-parent households tend to exhibit better academic performance compared to their male counterparts, male students from single-parent households experience higher levels of emotional distress or behavioral problems compared to their female counterparts, Female students are more likely to seek and receive social support from peers, teachers, and extended family members compared to male students. This gender difference in social support networks could contribute to variations in psychosocial adjustment, with females potentially demonstrating greater resilience, the following recommendations were made; There should be tailored support programmes targeting gender-specific needs: Recognize that male and female students may experience different psychosocial challenges due to single parenting. Implement support programmes that address these unique needs, whether it's mentorship for boys or empowerment workshops for girls, There should be regular gender-sensitive counseling sessions: Introduce regular counseling sessions within schools that are sensitive to gender differences. These sessions can provide a safe space for students to discuss their concerns, explore coping strategies, and build resilience in the face of psychosocial challenges.

The study was carried out to determine “Gender differences in the psychosocial adjustment of secondary school for single parenting in Egor local government area, population for the study consist of two thousand seven hundred and sixty (2760) SSII
students from the 14 public senior secondary schools in Egor local government area of Edo state. the sample size selected for this study is two hundred and seventy six (276) SSII students which is 10% of the total population, selected randomly using simple
random sampling technique. The instrument for the study was a question on gender differences in the psychosocial adjustment of secondary school for single parSenting in Egor Local Government Area . To ensure the reliability of the instrument, the Pearson Product Moment Correlation Co-efficient was used in and a co-efficient value of 0.89 was obtained. The data collected were analyzed using PPMC statistics. Findings from the study revealed that;Female students from single-parent households tend to exhibit better academic performance compared to their male counterparts,male students from single-parent households experience higher levels of emotional distress or behavioral problems compared to their female counterparts,Female students are more likely to seek and receive social support from peers, teachers, and extended family members compared to male students. This gender difference in social support networks could contribute to variations in psychosocial adjustment, with females potentially demonstrating greater resilience,the following recommendations were made;There should be tailored support programmes targeting gender-specific needs: Recognize that male and female students may experience different psychosocial challenges due to single parenting. Implement support programmes that address these unique needs, whether it's mentorship for boys or empowerment workshops for girls,There should be regular gender-sensitive counseling sessions: Introduce regular counseling sessions within schools that are sensitive to gender differences. These sessions can provide a safe space for students to discuss their concerns, explore coping strategies, and build resilience in the face of psychosocial challenges.