Influence of selected peer victimization mitigating factors on students’ psychosocial adjustment in Public secondary schools in Bomet County, Kenya

Abstract

Students’ psychosocial adjustment in school is essential for their overall well-being, effective learning, and positive social functioning. However, the psychosocial adjustment of most students in Kenyan public secondary schools and in counties like Bomet has been unsatisfactory as evidenced by increased cases of peer pressure, academic stress, and teacher-student conflicts, among other challenges. Peer victimisation has been identified as one of the primary causes of deteriorating students’ psychosocial health in secondary schools. Empirical studies reveal that peer, school and family-related factors and guidance and counselling services can mitigate against this vice. The purpose of this study was to examine the influence of selected peer victimisation mitigation factors on students’ psychosocial adjustment in public secondary schools in Bomet County, Kenya. The specific objectives were to examine the influence of peer, school and family-related factors on the psychosocial adjustment of students. The study also assessed the role of guidance and counselling on psychosocial adjustment. This inquiry was anchored on social-ecological and psychosocial theories. It was guided by a pragmatist research philosophy and used the convergent parallel mixed method research design. The accessible population comprised 294 deputy principals, 285 guidance and counselling teachers and 29152 form three students from public secondary schools in Bomet County. Stratified, proportionate and simple random sampling techniques were used to select a sample of 30 deputy principals, 29 guidance and counselling teachers and 360 students who participated in the study. Data was collected using guidance and counselling teachers’ and students’ questionnaires, and the deputy principals’ interview guide. Qualitative data were analysed thematically, while quantitative data were analysed using Pearson’s correlations, multiple and hierarchical regression tests. The results indicated that the majority of schools had peer support systems, and policies, rules and regulations which guide their operations. Families also supported their children both in school and at home, and guidance and counselling services were provided to learners in the institutions. The results also showed that the relationship between peer [r(358) =.615, p = .000], school [r(358) = .637, p = .000] and family r(358) = .689, p = .000 related factors and students’ psychosocial adjustment was positive and statistically significant. Hierarchical regressions test revealed a statistically significant change in R2 from 28.1% to 45.9%, F(2, 357) = 151.303, p = .000. The study concluded that schools had peer support systems and mechanisms for assisting students to adjust psychologically and socially, and schools have policies, programmes, rules and regulations which guide their operations. In addition, families support their children both by guiding and providing them with the basics of life and guidance and counselling services are provided to students in schools. It was also concluded that peer, school and family related factors influence students’ psychosocial adjustment. Further, G&C services moderate the relationship between these three mitigating factors and students’ psychosocial adjustment. It was recommended that education stakeholders should organise campaigns against bullying, make students aware of available peer and psychosocial support systems and strengthen them. Students should also be encouraged to report all cases of peer victimisation and seek psychosocial support whenever needed. Further, guidance and counselling programmes in schools should be strengthened through training and the provision of resources.