Abstract

This study investigates the impact of child abuse on the academic performance of secondary school students in Buea, Cameroon. Child abuse, encompassing physical, emotional, and sexual abuse, can profoundly affect a child’s overall development and educational outcomes. Understanding these effects is crucial for developing effective interventions and support systems within the educational framework.

The research adopts a mixed-methods approach, combining quantitative surveys and qualitative interviews to gain a comprehensive understanding of the impact of child abuse on students’ academic performance. The study targets secondary school students in Buea, collecting data through a structured questionnaire that assesses the types and frequencies of abuse experienced, along with students’ academic performance indicators such as grades, attendance, and classroom behavior.

The quantitative component of the study involves statistical analysis to determine correlations between the incidence of child abuse and academic performance. Variables such as academic grades, school attendance, and behavioral issues are examined to identify patterns and trends. The hypothesis posits that higher levels of abuse correlate with poorer academic outcomes, including lower grades and increased absenteeism.

In addition to the survey, qualitative data is collected through interviews with affected students, teachers, and school counselors. These interviews provide deeper insights into how child abuse affects students’ emotional well-being, cognitive functions, and school engagement. Key themes include the psychological trauma associated with abuse, its impact on students’ motivation and concentration, and the role of school support systems in addressing these issues.

The findings reveal that child abuse significantly impacts students’ academic performance. Students who experience abuse often exhibit lower academic achievement, higher rates of absenteeism, and behavioral problems. The study highlights how abuse can lead to emotional distress, reduced self-esteem, and difficulties in concentrating, which collectively contribute to diminished academic performance. Additionally, the lack of adequate support and intervention services exacerbates these issues, further impairing students’ educational outcomes.

The research underscores the urgent need for comprehensive strategies to address child abuse within the school environment. Schools in Buea are encouraged to implement robust child protection policies, enhance counseling services, and provide training for teachers to recognize and respond to signs of abuse. Creating a safe and supportive environment for affected students is essential for mitigating the negative impact of abuse on their academic performance.

In conclusion, this study highlights the significant effects of child abuse on secondary school students’ academic performance in Buea. Addressing these issues through targeted support and intervention can improve students’ educational experiences and outcomes. By focusing on prevention, early detection, and support, schools can better support students in overcoming the challenges posed by abuse and achieving their academic potential.

Keywords: Child abuse, academic performance, secondary school students, Buea, Cameroon, emotional distress, absenteeism, school support systems, child protection policies.