ABSTRACT
This study investigates the impact of child abuse on the academic performance of secondary school students in Oredo Local Government Area (LGA) of Edo State, Nigeria. The study aimed to determine the level of child abuse among students, explore the relationship between child abuse and academic performance, and examine differences in this relationship based on sex, age, and parental educational level. Employing a descriptive survey research design, the study encompassed a population of 26,785 students from all public secondary schools in Oredo LGA, with a sample size of 150 students. Data were analyzed using Pearson Product Moment Correlation at a 0.05 level of significance. The findings revealed a high prevalence of child abuse among the students. Contrary to typical expectations, the study found no significant relationship between child abuse and academic performance across the general student population. However, when disaggregated by sex, age, and parental educational level, variations were observed, though none reached statistical significance. Based on these findings, the study recommends the establishment of comprehensive support programs in schools, including counseling services, peer support groups, and psychological interventions to help abused students cope with trauma and improve their academic outcomes. Additionally, it advocates for regular training for teachers and school staff to recognize and address signs of child abuse, enhancing their ability to support affected students and contribute to a safer educational environment. These measures are essential to safeguarding the well-being of students and fostering a conducive learning atmosphere.
