Abstract

This study investigates the impact of school management practices on the academic performance of internally displaced persons (IDPs) in government secondary schools in Buea, Cameroon. The ongoing Anglophone crisis in the North West and South West regions of Cameroon has forced many families to flee their homes, resulting in a large population of IDP students attending schools in safer areas like Buea. These students face unique challenges, including psychological trauma, displacement, and financial instability, which affect their academic performance. The research focuses on how school management practices, including administration, teacher support, and resource allocation, influence the academic success of IDPs.

The study uses a mixed-method approach, combining quantitative data from academic performance records and surveys distributed to teachers, students, and school administrators, with qualitative interviews to gather insights into the specific management practices in place for supporting IDP students. The study examines key management practices such as teacher-student interactions, availability of counseling services, provision of learning materials, and how schools accommodate the needs of displaced students. It also explores the challenges school administrators face in managing an influx of IDPs and how they adapt their practices to provide an inclusive learning environment.

The findings reveal that schools with proactive management practices, including effective communication between teachers and students, provision of psychological support, and additional learning resources, have better academic outcomes for IDP students. Schools that lack such initiatives tend to experience lower performance among displaced learners due to unaddressed emotional and academic needs. The research further highlights the need for targeted interventions, such as specialized training for teachers on handling trauma and stress, as well as increased government and community support for educational resources.

In conclusion, school management practices play a crucial role in the academic performance of IDP students in Buea. To improve their educational outcomes, it is essential that school administrators adopt inclusive and supportive management strategies tailored to the unique needs of displaced learners. Recommendations include enhanced teacher training, the integration of counseling services, and improved resource management to ensure that IDP students receive the necessary support for academic success.

Keywords: school management, academic performance, internally displaced persons, Buea, secondary schools, Anglophone crisis, educational support, trauma-informed education.