Secondary School Students

This study examined the Prevalence of Social Anxiety among Secondary School Students: Implications for Counselling, four research questions were raise guide this study. The population for this study comprised of all 4,027 students enrolled in the 20 public junior secondary schools in Ovia North East Local Government Area of Edo State. A total of 100 students constituted the sample size for this study. Using the simple random sampling technique, through balloting with replacement, five (5) students were randomly selected from each of the 20 public junior secondary schools within the local government area. This sampling method ensured that every student had an equal chance of being selected, thereby promoting fairness and reducing sampling bias. The major findings of the study are summarized as follows: Social anxiety is prevalent among secondary school students in Ovia North East Local Government Area of Edo State. Students who experience social anxiety often display low academic performance, as fear of judgment and embarrassment hinders active classroom participation and learning. Peer relationships are negatively affected, as socially anxious students tend to withdraw, avoid group interactions, and feel socially isolated. Based on the findings and conclusions, the following recommendations were made that counsellors should develop and implement systematic intervention programs, including cognitive-behavioral therapy (CBT), mindfulness training, and social skills development, to help students manage anxiety symptoms effectively.Teachers should be trained to recognize the signs of social anxiety and adopt inclusive teaching practices that encourage participation without intimidation or ridicule.This study examined the Prevalence of Social Anxiety among Secondary School Students: Implications for Counselling, four research questions were raise guide this study. The population for this study comprised of all 4,027 students enrolled in the 20 public junior secondary schools in Ovia North East Local Government Area of Edo State. A total of 100 students constituted the sample size for this study. Using the simple random sampling technique, through balloting with replacement, five (5) students were randomly selected from each of the 20 public junior secondary schools within the local government area. This sampling method ensured that every student had an equal chance of being selected, thereby promoting fairness and reducing sampling bias. The major findings of the study are summarized as follows: Social anxiety is prevalent among secondary school students in Ovia North East Local Government Area of Edo State. Students who experience social anxiety often display low academic performance, as fear of judgment and embarrassment hinders active classroom participation and learning. Peer relationships are negatively affected, as socially anxious students tend to withdraw, avoid group interactions, and feel socially isolated. Based on the findings and conclusions, the following recommendations were made that counsellors should develop and implement systematic intervention programs, including cognitive-behavioral therapy (CBT), mindfulness training, and social skills development, to help students manage anxiety symptoms effectively.Teachers should be trained to recognize the signs of social anxiety and adopt inclusive teaching practices that encourage participation without intimidation or ridicule.

Teenage pregnancy remains a major public health concern in Nigeria, contributing to school dropout, maternal and infant morbidity, and socio-economic challenges. This study aimed to assess the awareness and contributing factors of teenage pregnancy among secondary school students in a local government area of Edo State. A descriptive cross-sectional survey design was employed. Simple random sampling was used to select 271 participants from two secondary schools in Ovia North East Local Government Area. A structured questionnaire was distributed, and 266 were properly filled and valid for analysis, yielding a response rate of 98.1%. Data were analysed using the Statistical Package for the Social Sciences (SPSS) version 26.0. Descriptive statistics summarized socio-demographic characteristics, prevalence, awareness, and contributing factors of teenage pregnancy. Chi-square tests were conducted to assess the relationship between the level of awareness of sex education and the prevalence of teenage pregnancy. The study revealed a self-reported teenage pregnancy prevalence of 6.8%, with higher rates among older adolescents (17–19 years). Approximately 70% of students demonstrated good awareness of sex education and reproductive health, though gaps and misconceptions persisted regarding contraception and reproductive health components. Multiple factors were identified as contributing to teenage pregnancy, including poverty, peer influence, lack of parental care, broken homes, low self-confidence, early marriage, social media exposure, and cultural or religious restrictions. A significant association was found between awareness of sex education and teenage pregnancy awareness (χ² = 6.765, p = 0.01). Teenage pregnancy among secondary school students in the study area is influenced by a combination of socio-demographic, familial, economic, psychological, and cultural factors, while adequate awareness of sex education serves as a protective factor. Comprehensive sex education programs, parental and community engagement, targeted interventions for vulnerable adolescents, and accessible youth-friendly reproductive health services are recommended to reduce the incidence of teenage pregnancy and promote adolescent well-being.

This research work was carried out to examine the influence of peer group pressure on academic performance of Secondary School Students in Benin. Peer group plays a large role in the social, emotional and academic development of students; therefore, understanding the prospects and challenges of peer group is crucial for the productivity of educational processes and the organizational design of school systems in order to improve student’s academic performance. The study adopted mixed method design incorporating descriptive survey and ex post facto designs. Questionnaire was administered to students as the study was limited to three (3) Senior Secondary Schools in Ovia North-East of Benin. Three research questions guided the study. The findings of the study revealed that the peer group influences learning and certain factors like the social economic status and parental factor as they determine membership in most groups. The study also found out that pupils are closer to their friends than to their teachers and parents concerning their academics and that parents monitor their children’s peer group association. The findings were highlighted, explained and recommendations were suggeste